Transcript Strategic Plan (FY2004-2008)

Recruiting for Effectiveness
SMHC Conference| March 2009
Research has shown that effective teachers are the solution to
increasing student achievement in our under-resourced schools.
Dallas students who start 2nd grade
at about the same level of math
achievement…
After 3
EFFECTIVE
Teachers
55
Group 1
…finish 5th grade math at dramatically
different levels depending on the
quality of their teachers.
77
Group 1
50
After 3
INEFFECTIVE
Teachers
57
Group 2
0
20
40
60
80
100
27
Group 2
0
20
40
60
80
Average Percentile Rank
Average Percentile Rank
Beginning of 2nd Grade
End of 5th Grade
100
Original analysis by the Education Trust.
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
© The New Teacher Project 2009
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Recruitment is critical to an effective human capital system, but it is often
misaligned with the goal of an effective teacher in every classroom.
Not targeted to high-need
schools or subjects.
Bureaucratic dysfunction
deters applicants.

Market driven by what
providers want to
offer, not what schools
or teachers need.

Minimum requirements,
little consideration for
quality. Little post-hire
selection rigor, such as
tenure decisions.
Systems fail to evaluate
performance, making it
difficult to develop high
performers or remediate or
remove low performers.
Highest performing
teachers often leave
the classroom the
soonest.
A effective
teacher
in every
classroom

Archaic slotting
procedures
impede creation of
effective teams.
Teaching largely noncompetitive with other top
professions. Dollars
concentrated at senior end
of career.
Little/no human capital
training for principals,
lack of high-level
leadership to manage
human capital.
The foundational systems and institutions that are responsible for generating and
maintaining quality teachers are almost universally unaligned with the goal of a
effective teacher in every classroom.
© The New Teacher Project 2009
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To realize sustainable improvement, effective teaching must be the
guiding concern behind all elements of a district’s human capital system.
Working
Conditions
Effectiveness Management
Optimize effectiveness of
teacher workforce.
CORE METRIC
Retention
rate of
top-quartile
teachers
:
Recruitment
SchoolLevel
Human Cap.
Mgmnt.
Retention /
Dismissal
Retention
rate of
bottomquartile
teachers
Selection
An effective
teacher
in every
classroom
Training/
Certification
CORE METRIC
Number and percentage of
teachers trained or hired who
demonstrate effectiveness
Compensation
Placement
Evaluation
© The New Teacher Project 2009
Talent Pipeline
Create supply of effective
teachers to fill all vacancies.
Hiring
4
• Founded by teachers in 1997
The New Teacher Project
(TNTP) is a national
nonprofit dedicated to
closing the achievement
• Partners with school districts, state
education agencies, and charter schools
• Targets acute teacher quality challenges
• Delivers a range of customized services
and solutions on a fee-for-service basis
gap by ensuring that poor
• Approx. 200 employees, most embedded in
school district offices; majority are former
teachers
and minority students get
• Past and present clients include:
outstanding teachers.
Districts: Baltimore, Chicago, Denver,
Memphis, New Orleans, New York,
Oakland, Philadelphia, San Antonio,
Washington, DC
States: Alaska, Louisiana, Texas, Virginia
© The New Teacher Project 2009
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TNTP has addressed both the immediate needs of schools and the
systemic human capital challenges facing districts and states.
Thousands of new teachers for
high-need schools
Teachers trained or hired
Programs or initiatives
established
States in which TNTP has
worked
33,000
70+
28
Districts with which
TNTP has partnered
200+
Students affected by
TNTP teachers (est.)
4.8 M
© The New Teacher Project 2009
Documentation and reform of
flawed policies and practices
• 3 highly publicized studies of teacher
hiring and school staffing policies
• Recommended reforms adopted in
New York City, Milwaukee,
Washington DC, and California
“TNTP’s reports offer a nearly
perfect illustration of how research
can lead directly to reform.”
--Andrew Rotherham (Achieving Teacher and
Principal Excellence: A Guidebook for Donors)
6
Teaching Fellows Programs: Dramatically increasing the supply of
qualified teachers for high-need schools.
FY2008 Results at a Glance
17
Total programs
4
New programs
21
43,449
3,214
83%
Percent of all Fellows who
teach high-need subjects
86%
Percent of all Fellows who
teach in Title-I schools
36%
Percent of all Fellows who
are people-of-color
Cities served
Applications received
Teaching Fellows hired
15%
Acceptance rate
25%
Avg. % of partner district
hires who are Fellows

3.3
 94%
Average undergraduate
GPA
Percent of principals who
say they would hire a
Teaching Fellow again
All data are cross-site averages from TNTP cohort programs for the 2008 school year. POC average does not include Phoenix; average percent of district hires
does not include Milwaukee, Teach California Charters, TeachNOlA or Texas.
© The New Teacher Project 2009
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High-impact teacher recruitment is one of TNTP’s strengths.
Number of Applications and Number of Hires, by Program (2008)
Phoenix Milwaukee
470
482
28
34
Memphis
St. Paul
Miami
Denver
890
638
861
636
40
41
42
56
CA Charters Indianapolis
Prince
George’s
County
New York City
NOLA
DC
19,020
3,266
2,442
836
1,217
1,079
59
74
86
110
Oakland
Philadelphia
Chicago
102
Baltimore
1,698
Texas
1,890
2,189
2,552
2,464
2,339
128
133
150
205
228
© The New Teacher Project 2009
Number of
HIRES
Number of
APPLICANTS
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TNTP utilizes a toolbox of recruitment strategies to attract high-quality
teacher candidates.


Internet

Mail / Email Campaigns

Outreach / Grassroots

Signs / Flyers

Public Relations
© The New Teacher Project 2009
Paid Advertisements
Teacher Recruiters


Referrals
Ed Schools / On-Campus
Career Fairs
9
Clear, compelling messages are effective for attracting candidates.
© The New Teacher Project 2009
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TNTP’s recruitment campaigns use high-quality, interactive websites.
© The New Teacher Project 2009
11
Craft unique messages for each high-need candidate group.
Special
Ed
• Often have personal
experience with friends
or family members with
special needs
• Rely more on word-ofmouth and personal
interactions/referrals
Math /
Sci
• Use the internet more
than any other group.
• Want the opportunity to
share their subject
knowledge with students
• Want to be aggressively
recruited
People
of Color
• Want to give back to a
community that may
reflect one that they
grew up in
• Are driven by the
opportunity to address
inequalities in
education and to work
with children
• Utilize existing district
websites and referrals
from district staff
© The New Teacher Project 2009
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Track data on recruitment sources to ensure cost-effectiveness.
Sample: Tracking Sources of High-Need Applicants
More Cost-Effective
Strategies
Internet - $17 / app
Classified Ads – $55 / app
Maximizing Referrals
On-Campus recruitment
Mail/Email Campaigns
Less Cost-Effective
Strategies
Radio/TV Ads - $189/app
Display Ads – $200+/app
Paid Publicity
© The New Teacher Project 2009
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Actively cultivate high-need candidates to complete an application.
What is “cultivation?”
• High-quality, meaningful, and
targeted contact with teacher
candidates
• Helps ensure that candidates
complete the application process
despite other competing districts or
any difficulties
Who do you target?
• Prospective candidates who have
requested more information
• Candidates in the application
process
• Candidates who have been accepted
but who have not yet committed
• Any prospective teacher for critical
shortage subject areas.
© The New Teacher Project 2009
• We have found that most urban
districts do not have problems
attracting applicants, their
problems are with keeping
applicants.
• Experience shows that strategic,
prioritized cultivation of
interested contacts helps to
increase the number of them who
remain in the process and begin
teaching.
• Our research has shown that it is
often the highest-quality
candidates who respond to
continual, active encouragement
to remain in the process without a
firm commitment or placement
offer.
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With aggressive recruitment, teachers apply to urban districts in large
numbers; however, urban districts often hire too late to capitalize.
4,500
Teacher Applicants vs. Vacancies
in Four Urban Districts, 2002
Eastern District Hiring Timeline
4,000
Aug. 12: First
new teacher
hired
No outside hires
May
Applicants
© The New Teacher Project 2009
Vacancies (Hires)
Jun
End of May: Over
600 prescreened
candidates ready
for principal
interview and
placement
Jul
Aug
Sep
Sep. 9:
School opens
with vacancies
after 177
teachers hired
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TNTP’s Missed Opportunities report found that urban districts may
lose 30-60% of all applicants due to hiring delays.
Withdrawal Rate of Pre-screened Candidates
in Eastern and Midwestern 1 Districts
Percent of Withdrawers for whom Late
Timelines Were a Factor in Their Decision to
Leave
100%
100%
31%
80%
80%
58%
Withdrew by
the end of Aug.
60%
66%
69%
57%
60%
50%
40%
69%
20%
42%
Hired or
another status
40%
20%
0%
0%
Eastern
Midwest 1
Eastern
Southwestern
Midwest 1
Midwest 2
Note: The withdrawal data for the Eastern District and Midwestern District 1 are the attrition rates of the “pre-screened” applicants – those the districts had already interviewed, decided were the
best candidates, and chosen for principal interviewing. We do not have the total percentage of withdrawers for Midwestern District 2.
Source: Telephone, written, and e-mail surveys, Applicant tracking databases (2002).
© The New Teacher Project 2009
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In San Francisco, the hiring timeline is the primary reason why
applicants withdraw and decline offers.
Importance of the interviewing and hiring
timeline in applicants’ decisions to:
65%
Withdraw
Decline an offer
of teachers who declined
an offer or withdrew from
the application process
cited the interviewing and
hiring timeline as
important or
very important
to their decision.
Very Important
Somewhat important
Important
Not important
Source: SFUSD HR data; TNTP survey of 1,440 recent applicants, conducted June/July 2008. Withdrawers n=67; Decliners n=93.
© The New Teacher Project 2009
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Teachers that are lost to hiring delays are often more qualified than
those eventually hired.

Not Hired by SFUSD
Credentialed in Math and
Mandarin, Masters degree, 3.8
undergrad GPA. Applied April,
would “probably” have accepted
a timely offer with SFUSD, but
became “frustrated” with the
process. Now teaching in
Lafayette.
Engineering degree (3.8 GPA),
Math credential, Masters degree.
“Very satisfied” with SFUSD
student teaching, applied
February, but hiring timeline
was “very important” in decision
to withdraw. Now teaching in
Ravenswood.

Hired by SFUSD
Bachelors degree in
Interdisciplinary Studies of
Health Science from U of
Texas - Arlington, with no
advanced degree, applied
August, now teaching
Special Education.
Philosophy graduate from
Florida International, with
graduate degrees in Digital
Media and Buddhist Studies,
applied August, now
teaching Math and
Chemistry.
Source: SFUSD HR data; TNTP survey of 1,440 recent applicants, conducted June/July 2008
© The New Teacher Project 2009
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New York City is leveraging high-quality alternate routes to certification
to diversify its new teacher supply and meet critical needs.
High Numbers
150,000
Applicants to NYCTF since 2000
9,000
Active Teaching Fellows in NYC
1,100
Schools with Teaching Fellows
High Quality
High Needs
84%
Percentage of 2008 Fellows who
teach high-need subjects
73%
Percentage of 2008 Fellows working
in Title-I schools
High Impact
Average undergraduate GPA
11%
Percentage of all NYC teachers
who are Teaching Fellows
15%
Average acceptance rate in 2008
25%
Percentage of all NYC math
teachers who are Teaching Fellows
30%
Portion of the 2007 class at NYC’s
Leadership Academy who started
as Teaching Fellows
3.3
© The New Teacher Project 2009
>50%
Percentage of New York City’s
annual new hires in math and
special education from NYCTF
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New York City’s long-term partnerships with groups like TNTP and TFA
have enable it to narrow the teacher quality gap dramatically.
The growth of the NYC
Teaching Fellows
program, which
recruits and trains
Fellows to work in
high-need schools…
… has coincided with a
dramatic decrease in the
percentage of teachers in
the highest poverty
schools who fail New
York’s standard teaching
exam.
© The New Teacher Project 2009
Source: Boyd, D., Lankford, H., Loeb, S., Rockoff, J.
and Wyckoff, J. (2007). The Narrowing Gap in Teacher
Qualifications and its Implications for Student
Achievement. National Center for Analysis of
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Longitudinal Data in Education Research (CALDER).
In Chicago, similar partnerships and best-in-class staffing policies
are enabling schools to focus sharply on teacher quality.
10,746
17%
36%
3.3
72%
Avg. number of
applications per
year, 2004-06
Avg. annual
hiring rate,
2004-06
Percent of
applicants with a
Master’s degree
Avg. GPA of
teacher applicants,
2004-06
Percent of
principals
satisfied with the
QUALITY of 76%
or more of new
CPS teachers
Percent of CPS applicants hired by
Total applicant pool vs.
applicants hired
year
18%
40%
16%
29%
12%
14%
2004
2005
2006
17%
High need subjects
Total pool
© The New Teacher Project 2009
Candidates of color
Hired
21
Chicago’s mutual consent staffing policies allows schools to build
effective instructional teams and ensures fluidity in the teacher workforce.
50%
How much do you agree with the following
statement: "It was important to me when
interviewing that principals wanted me to
move to their school"?
90%
34%
90% of transferring teachers
agree that the process
resulted in a match that both
they and their new
principals feel good about.
95%
Agree
11%
Strongly
Agree
Agree
3%
1%
Somewhat Somewhat Disagree
Agree
Disagree
1%
Strongly
Disagree
Source: TNTP survey conducted in March 2007 of 1,446 CPS teachers.
© The New Teacher Project 2009
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Chicago’s success at improving the teacher pipeline has not yet
been matched by effectiveness management.
Distribution of CPS efficiency ratings, 2003-2006
Only 3 out of
1000 teachers
rated
unsatisfactory
61%
32%
Superior
Excellent
7%
0.3%
Satisfactory
Unsatisfactory
Source: TNTP analysis of more than 36,000 efficiency ratings issued from 2003-2006.
Our data include all centrally recorded ratings. Not all schools reported ratings to HR.
© The New Teacher Project 2009
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Failure to manage effectiveness on the job has real consequences
for schools and students.
Case study:
A PreK-8 school with about 500 students is almost 90% low-income and
100% African-American. The percentage of students scoring at or above
the national average on the ITBS math section has gone from 45% to 27%
since 2003, and the percent scoring at the national average on the reading
section has gone from 33% to 18%. Of the school’s 51 ratings, not a single
one was unsatisfactory. But this particular school also did not issue any
satisfactory ratings. All 51 ratings were superior or excellent. The
breakdown was 78% Superior, 22% Excellent.
© The New Teacher Project 2009
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We conclude where we began – all elements in the continuum must be
leveraged if we want good instruction in every classroom, every day.
Working
Conditions
Effectiveness Management
Optimize effectiveness of
teacher workforce.
CORE METRIC
Retention
rate of
top-quartile
teachers
:
Recruitment
SchoolLevel
Human Cap.
Mgmnt.
Retention /
Dismissal
Retention
rate of
bottomquartile
teachers
Selection
An effective
teacher
in every
classroom
Training/
Certification
CORE METRIC
Number and percentage of
teachers trained or hired who
demonstrate effectiveness
Compensation
Placement
Evaluation
© The New Teacher Project 2009
Talent Pipeline
Create supply of effective
teachers to fill all vacancies.
Hiring
25
Questions?
For more information, please visit our website:
www.tntp.org
© The New Teacher Project 2009
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