Recruitment and Selection

In an October 2014 discussion hosted by the Albert Shanker Institute, a panel of experts examined reasons that high-needs students are disproportionately taught by new, poorly prepared, and inadequately supported teachers who often leave the profession at a high rate. Experts also discussed relevant policy changes that might address this issue as well as ways to attract and retain highly effective teachers in high-need schools. 

Based on the assumption that teacher pay is an important factor in teacher recruitment and retention, this report by the National Council on Teacher Quality (NCTQ) examines how different districts set teacher compensation rates. It investigates long-term compensation prospects for teachers and asks which districts offer opportunities for rapid advancement up the salary ladder.

This working paper by the Calder Center examines the predictive value of teacher applicant selection tools in Spokane Public Schools. The report seeks to find connections among the use of selection tools and teacher absences, teacher attrition rates, and teacher value-added contributions to student learning. Correlations are found between two of the three, with teacher absences showing no link. 

Starting from the premise that teachers and school leaders have the greatest influence on student outcomes, this report presents strategies for recruiting teachers and principals and ensuring opportunities for professional growth and leadership development.

This pilot study, which focuses on school districts in Illinois, New Mexico, North Carolina, and Wisconsin, finds that teacher turnover is costly and has a direct correlation with student outcomes in at-risk schools. The study includes a detailed analysis of recruitment, hiring, and replacement costs in five school districts.

This database compiles collective bargaining agreements and state policies for more than 100 of the largest school districts in all 50 states, and also generates customized reports by district. The database includes teacher contracts and policies, past and present, and a quick facts section for each district. 

This report analyzes the distribution of teachers in Miami-Dade County and examines whether teacher quality varies with socioeconomic factors across the county. The paper is specific to Miami-Dade County, but the issues examined have been identified by the U.S. Department of Education Office for Civil Rights as common across the United States. Findings show that Black students are more likely than White students to be taught by first-year teachers or uncertified/unlicensed teachers and those teachers are likely to be paid less.

This report from the Center for American Progress examines policies and practices that states, districts, and schools can leverage to improve the overall quality of the educator workforce and ensure that all students have access to effective teachers. 

This TNTP report on teacher compensation puts forward the case for rewarding teachers according to their performance. Currently, nearly 90 percent of school districts use a “lockstep” approach to compensating teachers—awarding salary increases that are either based on years of experience, advanced qualifications, or some combination of the two. The report looks at issues with the recruitment and retention of teachers under lockstep pay systems and examines several districts that are adopting innovative compensation methods to attract and retain high-performing teachers into their classrooms.

Working on the basis that great teachers are fundamental to successful student outcomes, this book examines the practices of successful teachers in two countries, the United States and China; highlights successful practices from both countries; and reflects on ways in which the East and West have much to learn from each other. The book includes chapters focused on a range of topics, including instructional practice and classroom organization and management, and a chapter-by-chapter study guide to encourage thoughtful reflection.