www.aplusala.org

Rethinking Teacher Recruitment and Retention in

A New Focus on the Current and Future Millennial Workforce Courtney Gilmore, Policy Fellow, Leadership for Educational Equity October 2018

A+ drives improvements in public education for every Alabama student. We set and deliver high expectations by advocating for policies, practices, and investments that advance learning and by partnering with schools to build the capacity of teachers and leaders.

Written by: Courtney Gilmore Leadership for Educational Equity Policy Fellow

© Copyright 2018, A+ Education Partnership Permission to copy any or all of this report is granted as long as A+ Education Partnership is credited.

Electronic copies of this report can be found at www.aplusala.org.

For additional hard copies, contact: Thomas Rains Vice President of Operations and Policy [email protected] or (334) 279-1886

2 Table of Contents

Table of Contents ...... 3 Introduction ...... 4

Recruitment ...... 5 The need for schools to compete for talent ...... 6

Recruiting methods of top companies ...... 8 campaign for recruiting Millennial teachers ...... 8

UNC Educator Quality Dashboard ...... 9 UABTeach and alternative certification routes for teachers ...... 10 Teacher fellows programs ...... 11

University of West Alabama and federal funding ...... 11 Retention ...... 12

Professional Pathways ...... 14 Conclusion ...... 18

Recommendations for Alabama policymakers and school leaders ...... 19

3 Introduction

Millennials have become the largest living attracted to the field of education. It is safe to generation in the United States.1 A 2017 say that for the state of Alabama, it behooves report estimates that by 2025, Millennials will the State Department of Education and dominate the workforce.2 school districts to invest in effective strategies for recruiting and retaining Millennial This shift is affecting the teaching profession, teachers while also providing resources and and for Alabama to continually compete on a support for the implementation efforts global scale, the teaching workforce will need necessary to keep Millennials in the to be sustained. The teaching profession is profession. the starting point of all other professions, and investing in its vitality is essential to securing This brief addresses how Alabama school every sector of our economy. districts and the State Department of Education can recruit and retain the best, Alabama, along with the rest of the nation, is brightest, and highly qualified Millennial suffering the consequences of a teacher teaching force that will make up our next shortage in critical areas: STEM, foreign generation of teachers—the teachers that will language, special education, and rural areas. sustain our teaching force for the next 30 to Researchers note more than half of teachers 50 years. This report focuses on the Millennial voluntarily leave the profession, leading to a generation and efforts to recruit and retain major loss of taxpayer dollars- amounting to them, while also acknowledging the current about $20,000 per teacher (in large urban veteran workforce that is vital to successful districts), with a national price tag of about implementation. $8.5 billion dollars per year.3 Additionally, in attempts to recruit and retain Millennials, a 2015 study found that 53 percent of hiring managers find it difficult to recruit and retain Millennials, and one-third of companies lost their Millennial employees in 2015.4

A study conducted by the Center for Talent Innovation found that 85 percent of Millennials believe it is important for their work to be community driven,5 however, nationwide, students are not heavily

1 http://www.pewresearch.org/fact- schools: How to find and keep teachers in the tank/2016/04/25/millennials-overtake-baby- classroom”. boomers/ 4 iCMS report (2017)- A recruiter’s guide to attract 2 iCMS report (2017)- A recruiter’s guide to attract and retain millennials and retain millennials 5 https://www.tasb.org/Services/HR- 3 Phi Delta Kappan (May 2017) Teacher shortages: Services/Hrexchange/2016/September-2016,-Vol- why, where, what to do. Article on p.19 “Sticky 1/b-millennial-teachers.aspx 4 Recruitment

“Finding ways to better attract and retain such as technology, engineering and Millennials is crucial for organizational manufacturing firms, and other businesses success” that offer better salaries and benefits.

-iCMS, A Recruiter’s Guide to Attract & Retain Companies across the nation are capitalizing Millennials, 2017 on available Millennial talent and are preparing, through concerted efforts, to tailor

their recruitment strategies towards the Nationwide, our greatest teacher shortages generation. Not only are these companies are in science, technology, engineering and actively seeking Millennial employees, mathematics (also known as STEM) Millennials are also showing an interest. A education. This is also true in the Alabama 2014 study released by LinkedIn7 found the teaching force. However, as reported by the most in-demand jobs for college graduates U.S. Department of Education for the 2017- were located at Google, Apple, Microsoft, 2018 school term, Alabama schools are Proctor & Gamble, and Unilever—and these experiencing shortages in most core academic companies go beyond monetary areas, specifically in secondary education.6 compensation to recruit top Millennials. The focus on STEM is generally attributable to Along with teacher shortages, teacher the increase of technology in the workplace, preparation programs have also experienced presuming the need for more people in the a decline in enrollment. Recent data from the workforce who can master the skills needed U.S. Department of Education shows a steep for economic development in the state. national decline in enrollment since 2008. In In addition to this scarcity of teachers, Alabama, since the recession, enrollment in researchers purport Alabama is losing teacher education programs has steadily potential STEM educators to competitors declined by 48 percent from the 2008-2009 to 2014-2015 academic school year.

FIGURE 1: TOTAL ENROLLMENT IN STATE OF ALABAMA TEACHER EDUCATION PROGRAMS

9836 9325 7325 6570 5818 5131 5143

2008- 09 2009- 10 2010- 11 2011- 12 2012- 13 2013- 14 2014- 15

SOURCE: U.S. DEPT OF EDUCATION, HIGHER EDUCATION ACLATE REPORT CARD SYSTEM CARD SYSTEM

6U.S. Department of Education, Office of 7 https://business.linkedin.com/talent- Postsecondary Education (May 2017). Teacher solutions/blog/2014/05/the-state-of-student- shortage areas nationwide, 1990-1991 to 2017-2018. recruiting-2014-infographic 5 In a 2016 article, it was reported that over the three prior years, the College of Education reported a decrease of The need for schools to compete for more than 10 percent in enrollment.8 This talent decrease was attributed to the continuous inconsistencies in the teaching profession, In 2016, the Center for American Progress leading to decreased job security because of (CAP) surveyed a sample of 108 nationally “budget constraints, few raises, and increases representative school districts asking them in benefit costs” of becoming a teacher in about how they recruit, hire, support, relation to any other profession.9 However, in develop, and incentivize their teachers. This the same time frame, the University of North survey was the first national attempt to assess school districts’ human capital systems Alabama experienced a 12 percent increase in and compare them with the best practices of graduate teacher preparation programs due other sectors. CAP found that many school to their implementation of incentives for systems are not keeping pace (nor participating teachers and their partnerships competing) with the practices employed by 10 with local school systems. Incentivizing other sectors. Its report11 notes the following teachers and partnerships with local school challenges of school districts: systems are a few ways to recruit and retain educators. In Alabama, lawmakers should Identified Teacher Recruitment Challenges consider the UNA program for further review and modification for potential replication 1. School districts’ recruitment across the state. strategies are hyperlocal, After identifying the core challenges, CAP talent.” CAPuntargeted, offered theor nonexistent. recommendations made specific recommendations.12 The listed2. on Schoolthe right districts’ side of application this page. and authors note that “school districts across the selection processes often emphasize country must compete with the companies This researchstatic conducted application by materials CAP, along—such with as that have more sophisticated human capital new informationwritten applications, regarding Millennials resumes, andin the systems and offer more competitive salaries. workforce,proof further of certifications makes the —caseover for new As a result, school districts face obstacles to practicesperformance in recruitment-based and measures.retention across recruiting and retaining excellent, diverse the nation3. School and in districts Alabama. do not As aprovide state, new Alabama teachersshould explore with substantive what teachers mentoring and or onboarding opportunities to build new skills critical to their roles. 8 http://www.timesdaily.com/news/education/teach systems”.4. CenterSchool for districts American do notProgress. provide Retrieved er-shortage-not-so-much-in-northwest- from https://www.americanprogress.org/issues/teachers with opportunities alabama/article_0e4c8ccb-fc3d-5936-a110- education/reports/2016/12/22/295574/to-attract- a63a2af51172.html great-teachersfor professional-school-districts development-must-improve or- their- 9http://www.timesdaily.com/news/education/teach human-capitalaccess-systems/ to professional learning er-shortage-not-so-much-in-northwest- 12 Konoske,systems Graf, A., that Partelow, support L., andteachers’ Benner, M. alabama/article_0e4c8ccb-fc3d-5936-a110- (Decembercontinuous 22, 2016). “To growth. attract great teachers, a63a2af51172.html school5. districts School must districts improve do their not humancompensate capital 10http://www.timesdaily.com/news/education/teac systems”. Center for American Progress. Retrieved her-shortage-not-so-much-in-northwest- from teachers similarly to college- alabama/article_0e4c8ccb-fc3d-5936-a110- https://www.americanprogress.org/issues/educatioeducated professionals in other fields a63a2af51172.html n/reports/2016/12/22/295574/toor provide teachers with-attract the- great- 11 Konoske, Graf, A., Partelow, L., and Benner, M. teachers-schoolresources-districts they-must need-improve to do -theirtheir- jobs (December 22, 2016). “To attract great teachers, human-capitalwell.-systems/ school districts must improve their human capital 6. School districts do not strategically 6 recruit diverse candidates or create inclusive, supportive environments to retain them. school districts need, but also further explore Recommendations for Addressing Teacher the systematic and human resource Recruitment Challenges department capacities to recruit and retain talent. Revising human capital systems to 1. School districts should devote more meet this growing need will prepare Alabama time and resources to intentional school districts’ human resource departments recruitment. to compete. 2. School districts should include performance measures in their Furthermore, if Alabama school districts application and selection acknowledge the shortage of teachers, it is processes. necessary to adopt some of the strategies and 3. School districts should provide new models used by competitors to attract more teachers with opportunities to talent to the teaching profession. Without build their skills and gradually adapting recruiting practices to this new assume increased responsibility. generation, Alabama will continue to 4. School districts should offer experience shortages for years to come and teachers opportunities and time to will also lose the most highly qualified grow, as well as implement teaching force possible. professional learning systems that

support teachers’ continuous growth. 5. School districts should ensure that teachers’ compensation is similar to that of other professions requiring the same level of education and provide teachers with necessary teaching resources. 6. School districts should prioritize teacher diversity and develop strategies to attract and retain teachers of color.

7 and external recruitment to hire top talent. Recruiting methods of top companies The company also relies heavily on recruiting a great human resources department to sustain its operation.13 Internally, Google The success of top companies in recruiting utilizes its human capital comprising both top Millennial candidates extends beyond direct and indirect methods to recruit talent. their prestige and brand. These companies This is accomplished through directly provide some of the core incentives and contacting potential future interns and atmospheres that are conducive to what Millennial employees desire. employees through academic institutions, and indirectly contacting them via website Google is one of many examples of advertisements. companies that effectively recruit and retain Millennial employees—some of whom are Furthermore, Google retains high-quality brilliant and would add to the teaching employees similar to other major workforce across the nation. Regardless, if corporations through competitive and above- schools’ competition is Google, Hyundai, average compensation packages, free meals, Honda, Toyota, Kia (and other major incentives, and benefits. Additionally, companies in or near Alabama), there is an employees engage in a fun and exciting increased need for innovation when environment and are provided ongoing recruiting teaching talent. coaching and mentoring with the intent of developing employees with demonstrated After analyzing the interactions of over 39 leadership skills. The coaching and mentoring million students and employers on LinkedIn, component provides the potential for upward and interviewing over 6,000 students, mobility and pay, which is linked to increased researchers found that students were job satisfaction for Millennial employees. interested in jobs that provided a good work/life balance, compensation, benefits and a strong career path. Tennessee campaign for recruiting In addition, Business Insider notes that these companies also have the following in Millennial teachers common: they create fun and inspiring environments that are engaging; think Tennessee is an example of a state differently about compensation (such as acknowledging Millennials as the future of providing more flexible schedules); “cater to their teacher workforce. In May 2017, a entrepreneurial change,” allowing employees Tennessee-based organization, the State to be active participants in change efforts and Collaborative on Reforming Education listen to them; and use social media as an (SCORE), released a statewide campaign to outlet to further recruit. recruit Millennials, called “Teach Today. Change Tomorrow”. Similar to Alabama, Google, which is rated as one of the best Tennessee is experiencing teacher shortages places to work for Millennials, uses internal

13 Panmore Institute - Google’s HRM: Recruitment, Selection, Retention (January 28, 2017) by Jessica Lombardo 8 in high-needs rural and urban districts, Recruitment and Selection, Educator particularly in STEM instruction. Preparation, Performance and Employment, and University-School Partnerships.”15 For this campaign, SCORE created a website that serves as a central hub for prospective After five years of experiencing a 27 percent teachers in Tennessee. The campaign site statewide decline in teacher preparation displays a youthful feel, is aesthetically programs, UNC released this interactive tool pleasing, and is easy to navigate. in 2015. The tool provides a level of Accompanying the website, SCORE reaches a transparency and clarity surrounding the larger demographic through its social media teaching profession, including recruitment presence on Facebook, Twitter, and procedures, requirements to become an Instagram (which are heavily trafficked by educator in , and access to Millennials). In a 2015 Talent Trends report, professional pathways in the state. The 62 percent of Millennials stated they visited a accessibility of this tool gives current and company website (such as the campaign) to potential educators the roadmap for their learn more about a job.14 Thus, making sure success and prospects for upward mobility in information is accessible and clear is the profession. Additionally, providing this necessary. tool in an interactive format further appeals to Millennials, through its user-friendly appearance. UNC Educator Quality Dashboard Moving forward, providing timelines and clarity around professional options may also lead to higher retention rates because current Also serving as a central hub of information and potential teachers are equipped to for potential and current North Carolina strategize and make the best decisions for educators, The UNC Educator Quality their careers from readily available Dashboard eloquently describes its purpose information. Providing central hubs of as the following: organized information also alleviates the “The UNC Educator Quality Dashboard inconveniences of going through multiple serves as an interactive on-line tool for channels to locate information surrounding viewing and analyzing data reflecting our teacher prep programs, certification progress towards the goal of augmenting the requirements, etc. Fortunately, this tool is not quantity and quality of public school only used for educators, but also for anyone educators serving our state’s students. The who is interested and/or involved in dashboard allows for increased transparency education in North Carolina, thus serving as a and ease in data access for education source of data and clarity for stakeholders in stakeholders, including educators, educational reform. administrators, policymakers, parents, and students. The key outcome and performance

indicators reflected in the dashboard are organized into the following categories:

14 iCMS, A Recruiter’s Guide to Attract & Retain 15 http://eqdashboard.northcarolina.edu/ Millennials, 2017 9 UABTeach and alternative will likely see similar results once it certification routes for teachers establishes a track record of alumni. This model for teacher recruitment and retention

should be a staple in Alabama for recruiting UABTeach, at the University of Alabama— top STEM talent because graduates have the Birmingham is an example of a program additional incentive of receiving a teacher providing incentives to students pursuing a certification in addition to their STEM degree. career in education. In the UABTeach This flexibility provides multiple career program, select STEM students receive options for a Millennial, and dutifully serves teaching experience and training without school districts who need highly-trained additional cost to their education. The teachers who both understand content and program is modeled after the nationally effective pedagogy. With its effectiveness in renowned UTeach program at the University recruiting and retaining top talent, hopefully of Texas at Austin (developed in 1997 and more schools of education in Alabama will now nationally replicated by 40 universities). adopt a similar model to recruit, train and Engagement with local school districts is retain Millennial teachers in high need areas. noted as a staple of the program’s model, Alternative certification programs such as where prospective teachers are provided Teach For America (TFA) also provide similar mentoring from current educators. incentives as UABTeach. Teach For America- Students involved in UABTeach (who apply Alabama provides ongoing supports and during their sophomore or junior year) onboarding for participating teachers. Similar receive the following resources while in the to UABTeach, TFA seeks quality talent to program: teach in high needs areas, but in exchange for a two-year commitment. To date TFA- 1. Academic support including an Alabama is working to engage its corps academic coach members in conversations about remaining in 2. A part of a cohort of support the classroom and/or field of education 3. Induction support, including beyond two years. If effective in this mentorship with a Master teacher for approach, TFA-Alabama could also help close the first few years of the student’s the shortage of teachers for not only two teaching career years, but for a generation. 4. Access to internship opportunities 5. Financial support, through special In recruitment, as an organization, TFA is UABTeach scholarships that assist desirable to Millennials due to its professional with at most 25-50% of funding.16 appeal, where corps members are coming 6. Multiple career paths into a community of driven professionals. Corps members also receive ongoing As a result of incentives like this, UTeach leadership development and training, annual reports 88 percent of its graduates enter the stipends of about $5,000 to devote towards teaching profession, and 80 percent remain in loans and/or other educational expenses, the profession beyond 5 years.17 UABTeach

16 This does not include the additional federal funds, 17 https://www.uab.edu/uabteach/about grants, and scholarships a student receives outside of the program. 10 loan forbearance, and accrued interest fees and reallocation of funds, districts may also paid at the end of the two-year commitment. establish and continue even stronger In addition, corps members are on track to partnerships with alternative certification become certified teachers. Although many programs like Teach For America to recruit corps members go on to become leaders in highly qualified applicants who have high other fields than the field of education, they potential for remaining in the classroom as a also have several in-house options to career teacher. To date, in the state of continue their involvement with TFA through Alabama, there are no teaching fellows assisting with the recruitment of more programs, meaning there is a future teachers, becoming a part of regional staff, opportunity for dialogue about implementing and/or receiving assistance through the these programs to sustain the teaching force, Leadership for Educational Equity (LEE) to and to draw in the Millennial cohort. engage in policy fellowships or receive ongoing support to run for elected office. University of West Alabama and

federal funding Teacher fellows programs In 2016, the University of West Alabama Nationwide, teacher fellows programs are (UWA) was one of four recipients of the U.S. also appealing to the Millennial cohort. States Department of Education’s Teacher Quality and districts develop teacher residency Partnership (TQP) program. UWA’s college of programs to improve teacher preparation and education received its first installment of $1.2 to recruit talented individuals to the field. million during the first year and will receive Teacher fellows and residency programs are the remainder over the five-year grant period. commonly used in the following southern The funding is going towards the Rethinking states: North Carolina, , Rural Education Programs Initiative (REP) to Tennessee, and Georgia. These programs not assist in the recruitment, training, and only enhance the professionalism of the field, support of teachers working in rural but also provide supports that are essential to communities. Through this program, rural the onboarding and retention of teachers. teachers receive19:

In addressing teacher shortages, the Learning 1. Training with UWA faculty, providing Policy Institute proposes that “districts could university-school collaboration develop teacher residencies by investing a 2. Comprehensive reform of teacher portion of funds they receive under Title II of recruitment methods the Every Student Succeeds Act (ESSA), as 3. Clinical experience to prepare for well as accessing funds under the Higher effectiveness in the classroom Education Act (HEA) Title II and AmeriCorps.”18 Through these collaborations

18 Learning Policy Institute (November 2016). 19http://www.uwa.edu/News,_Events,__amp;_Medi Addressing the Teacher Shortage: What Districts Can a/News_Archive/2016-10- Do. 05_UWA_College_of_Ed_receives_$3_million_USDE _grant.aspx 11 4. Usage of data-driven methods to sustainability method to ensure that similar establish targeted professional incentives like the TEACH Grant will be development available in the future for prospective teacher candidates.21 It is essential that Alabama In addition to federal funding, federal TEACH continues to offer similar incentives for Grants also provide an additional incentive. students to provide more momentum Through the TEACH Grants, students receive a towards the profession, and support for yearly stipend of up to $4,000, in exchange students who may not otherwise consider for committing to teach in a high-needs teaching in high-need schools. school or educational service agency for four years after graduating from their teacher preparation program.20 Due to the nature of federal funding, Alabama may also establish a

Retention

Along with recruiting Millennials to the by ushering potential educators into a system teaching profession in Alabama, ensuring that of support and transparency. To further this talent is retained is a significant issue. While charge, there are a few things organizations recruitment is essential to our state’s can implement to assist in keeping Millennial economic vitality, recruitment alone does not teachers in the profession. address “longstanding retention issues, and Some necessities for a Millennial, as he or she as a result, contribute to a ‘revolving door of pursues a profession, are 1) compensation in-and-out recruits’”22 without intentional and packages/perks, 2) ongoing professional ongoing efforts to retain employees. Models development, 3) opportunities for and programs undertaken by corporations advancement, and 4) a culture and climate of like Google and non-profit organizations like the workplace. SCORE, through their “Teach Today. Change Tomorrow Campaign”, the UNC Educator Regarding compensation packages and perks, Quality Dashboard, and UABTeach, providing it is no secret that teachers are amongst the incentives to join the profession, both directly lowest paid compared to other professions recruit teachers and serve as indirect requiring similar education levels. While many mechanisms of retention. The strategies used teachers find their work rewarding, they by these corporations, organizations, and would love to be compensated beyond their schools of education indirectly set the salaries and general retirement. Teachers groundwork for a sustainable teaching force from across Alabama representing districts

20https://studentaid.ed.gov/sa/sites/default/files/te receiving their award between October 1, 2017, and ach-grant.pdf October 1, 2018 will receive a 6.6 percent reduction, 21 The TEACH Grant is a part of the Budget Control with a total award of $3,736 Act of 2011 (also known as the sequester law) that is [https://studentaid.ed.gov/sa/types/grants- an automatic budget cut. For example, students scholarships/teach#sequestration]. receiving their grant award before October 1, 2017 22 Aragon, Stephanie (May 2016). Teacher Shortages: would receive a 6.9 percent decrease in their award What We Know. Education Commission of the with a maximum award of $3,724; and students States. 12 such as Huntsville, Selma, Birmingham, culture of care is not necessarily extensive nor Greensboro, and Perry County, gave insight expensive, but demonstrates that school on what they see as efficient compensation. leaders and districts care about even the Some suggestions listed were: seemingly small needs of their teachers.

• Free lunch and coffee In line with enhancing the culture of the • Increased classroom material funding teacher workforce, improvement of teachers’ • Extended planning periods working conditions was among the strategies • Reduction in paperwork not aligned proposed for keeping teachers in the with instructional purposes classroom in a 2017 article.25 It was further • More administrative support in noted that teacher effectiveness and disciplinary issues retention rates are higher at schools with • Specific new teacher onboarding, with positive working conditions, including consistent professional development “sufficient instructional materials and for the new cohort supplies, safe and clean facilities, reasonable • Housing options and relocation fees student-to-teacher ratios, and adequate • Compensation for teacher travel23 support personnel,” leading to higher student

Several of these suggestions are closely achievement. aligned with perks used to retain Millennials The issue of school culture was also in major companies like PwC and Deloitte, addressed by The New Teacher Project and in Silicon Valley. These requests align (TNTP), which conducted a study finding that with a general development of a “culture of “poor school cultures and working conditions care.” drive away great teachers,” and schools with In describing the culture that appeals to higher retention rates have school leaders Millennials, a recent Fortune article24 noted who have a vested interest in creating school Silicon Valley is appreciated for providing cultures based on respect, trust, and 26 “nap rooms, free food, and pet-friendly collaboration. While this is not specific to policies.” A member of PwC informs that Millennials, it is significant because these are Millennials are obsessed with how things feel workforce characteristics this cohort values. If in the workplace and driven by how well their Alabama seeks to retain this subgroup, it is teams work together - especially as a result of essential to begin adapting environments that the culture that is enhanced by the general are not only conducive to students, but also perks of the job. While not all of these may be the teachers who teach them. the right fit for schools in Alabama, it is Additionally, Millennials seek ongoing and necessary to take inventory of these special meaningful professional development. In needs of teachers and develop a culture of Alabama, TFA engages in ongoing care to retain millennial employees. This professional development with its corps

23 These suggestions are derived from ongoing 25 “Sticky schools: How to find and keep teachers in dialogues with Alabama Millennial teachers, and this the classroom” (May 2017) Anne Podolsky, Tara Kini, list is not exhaustive. Joseph Bishop, and Linda Darling-Hammond. Page 19 24 http://fortune.com/2016/03/04/attracting- of Phi Delta Kappan. millennial-talent/ 26 The New Teacher Project. The Irreplaceables: Understanding the real retention crises in America’s urban schools. 13 members through bi-monthly summits that apprentices, professional teachers, coaches, allow teachers to reflect on their practice and mentors, learning team leaders” learn new strategies to enhance it. Similar and frequent professional development -Tom Carroll, Ph.D. President National should also be provided to teachers in schools Commission on Teaching and America’s Future, across Alabama. Implementation efforts may from the Foreword of Innovations in Teaching: be achieved through school-university Creating Professional Pathways for Alabama partnerships with schools of education or Teachers through organizations such as the Alabama Best Practices Center, which provides professional development for partner The concept of professional pathways is not districts. new to Alabama. The words above were written in 2008, but Alabama did not heed In addition to efficient professional their warning. Today, we must be development, Millennials also desire ongoing intentional with implementing new policies and consistent feedback. In a recent study, 80 percent of Millennials desired feedback in if we are to sustain and retain teachers. 27 real time. For example, when a teacher is Millennials prefer working environments observed, it is beneficial for them to receive that encourage and/or provide upward immediate and/or timely feedback to begin making improvements as soon as possible. mobility as a result of hard work and This is important because Millennials highly dedication. Professional Pathways provides value feedback, with 60 percent considering this very system of advancement. Alabama these incremental opportunities to grow in has not adopted this practice, however. the profession as one of the most attractive perks of their jobs.28 In 2008, The Governor’s Commission on Quality Teaching in Alabama proposed Furthermore, Millennials seek upward Professional Pathways as a “system mobility and opportunities for advancement. designed to retain and recognize highly The Professional Pathways model is one effective teachers, attract and excite new example of an opportunity for teachers to teachers, and enhance teaching quality in advance in Alabama and may also lead to every classroom across the state.” Most higher retention rates among Millennials. significantly, the system provides

opportunities for teachers to become leaders in their field while remaining in the Professional Pathways classroom. As such, highly qualified teachers are not lost to administrative “We have less than a decade to replace the positions when their talents are needed in stand-and-deliver teaching model with more the classroom. While many teachers will rewarding professional career pathways, by still pursue administration or policy orchestrating a new workforce of educators positions, Professional Pathways ensures who work together to facilitate learning as highly- qualified teachers have flexibility in their current role. Professional Pathways

27 iCMS, A Recruiter’s Guide to Attract & Retain 28 iCMS, A Recruiter’s Guide to Attract & Retain Millennials, 2017 Millennials, 2017 14 was also created to provide appealing instructional duties (mentor, team leader, options to both current teachers and department chair, etc.). upcoming generations who display interest 4. Master Teacher – a professional teacher in the profession. who has some time allocated to work with other teachers or to teach a larger The Professional Pathways system number of students. proposed by the commission includes five 5. Learning Designer - a professional teacher career pathways for teachers: who has time allocated to work in school 1. Apprentice Teacher – a prospective or system-level design tasks (curriculum teacher or intern with classroom duties. development, data analysis, school 2. Classroom Teacher – a full-time improvement, technology integration, classroom teacher working in the context etc.) of a team. The model on page 16 displays the 3. Professional Teacher – a full-time requirements for pursuing each pathway, as classroom teacher who assumes team designated by the commission. and/or school-wide professional

15 16 The Professional Pathways system was proposed by the Governor’s Commission on Quality Teaching in 2008, and in 2009 a pilot for the system was proposed in select school systems. However, with the onset of the economic recession, the pilot was not funded.29

Although this system went unfunded, the 1. Novice/Apprentice Teacher – This idea of Professional Pathways is still alive in position would be redefined as someone Alabama and warrants a response. In July actively in a certification process. 2017, the Alabama State Department of 2. Resident Teacher – Practitioners (within Education held a MEGA Conference in Mobile, 1-7 years of teaching) who are still AL, where a professional pathways session perfecting their content and pedagogy. was facilitated by A+ Education Partnership 3. Classroom Teachers – Also practitioners and the David Mathews Center for Civic Life. and leaders in mentoring, observing, and Teachers convened, providing input on the facilitating professional development for previously described model, making resident and apprentice teachers. This recommendations to be shared with group will also continue active learning in policymakers. Among the thoughts generated the profession. At the heart of this new were suggestions that led to a new potential model is the classroom teacher, with three-tiered structure of the professional flexibility to move from classroom teacher pathways model: to other positions sporadically throughout their careers. For example, a classroom Revised Professional Pathway Model teacher may decide to branch out and become a Primarily In-Classroom learningPrimarily design Out erof or Classroom master teacher. He or she will always have the Master option of returning toLearning and/or remainingDesigner in Teacher the classroom. Classroom Teacher

Teacher in Teacher In Alabama, former educators are actively district offices should additionally review Residence Leader engaged in the State Department of strategies to improve the pipeline of teachers Education, local district offices, and who transition into policy and/or state-level Resident Teacher community organizations. In creating a roles and provide the necessary supports to professional pathways system, however, assist in training the education system’s next Alabama should also ensure the message is leaders, so as to aid in continual growth of sent to Millennials that there areNovice/Apprentice multiple TeacherAlabama’s educational system. pathways inside and outside of the classroom. Promoting and encouraging additional supports The State Department of Education and and vested interest in seeing teachers succeed

29Teachers Matter: Rethinking How Public Education (August 15, 2015) by the Business Education Alliance Recruits, Rewards, and Retains Great Educators and the Public Affairs Research Council of Alabama. 17 at this level would serve as another incentive Conclusion for teachers to remain in the classroom as they learn more about the field of education and build vital networks. The effectiveness of such a Without a focus on strategic and model is practiced by Teach For America, which comprehensive ways of retaining and recruiting maintains a close relationship with the our nation’s brightest to become a part of Leadership for Educational Equity (LEE). LEE Alabama’s teaching workforce, our state is provides summer fellowships, trainings, missing an opportunity. It is important for resources, and support for teachers who are Alabama’s school districts, the Alabama State interested in pursuing policy roles. LEE Department of Education, and institutions of acknowledges that although most participating higher education to become proactive teachers plan to return to the classroom, the participants in this issue. Alabama cannot wait professional development provided through the to see who will enter the profession; it must organization is preparing teachers for future market the profession to potential candidates. roles in policy and advocacy, roles that are also essential to the future of education.

Recommendations for Alabama policymakers and school leaders on page 19.

18 Recommendations for Alabama policymakers and school leaders to improve teacher recruitment and retention

• Build relationships and/or partner with top employers nationwide and in Alabama, including Google, to develop models and assistance in recruiting the nation’s brightest into Alabama’s classrooms. • Launch a statewide Teacher Fellows Program. • Launch a statewide campaign for recruitment of Millennials. • Strive to adopt culture, climate, and benefit models of top employers nationwide that align with Millennials lifestyles. • Develop partnerships between teacher preparation programs and school districts. • Create an incentive system for schools that do a great job of retaining teachers based on a certain benchmark (e.g. 95 percent annual retention). • Focus on veteran teachers’ importance in recruiting the next generation of Alabama teachers by engaging them as mentors for new teachers, both formally and informally. • Revive official discussions and study of a statewide professional pathways system and provide a framework for districts that gives them flexibility to implement and tailor the model to their population. • Develop a data collection and dissemination tool with a focus on teacher pipeline metrics. o This should be similar to the UNC Educator Quality Dashboard, which provides the selection criteria for all North Carolina teacher preparation programs, among other things. This one-stop option for potential applicants provides the opportunity for cross comparison of programs. Additionally, the university- school partnerships tool also provides applicants an opportunity to see the feeder schools for the university of their choice. • Require each school system to create a comprehensive teacher recruitment and retention plan. o These plans should include strategies for attracting and retaining in- and out-of- state candidates, special education teachers, and STEM teachers. Recruitment plans should be shared on the State Department website to serve as a resource tool so that districts can collaborate or share their methods of recruiting.

19