In part two of this two-part series, tech & Learning, in partnership with PowerSchool, brought together school district experts to share tips on how they improved teacher retention by streamlining their onboarding processes, creating a supportive culture, and offering customized coaching and professional development programs.
This webinar delved into:
- How to improve retention by placing staff in positions where they can succeed, connecting their work to the district's strategic direction, and providing frequent feedback
- Tips for transforming real-time instructional coaching data into personalized goals
- Strategies for adapting professional development recommendations to boost retention
Participants included:
- Dan RyderDirector of Design and Innovation, CRCS Overman Schools, Maine
- Dr. Todd DuganSuperintendent, Bunker Hill Unified School District No. 8, Illinois
- Dr. Leanna MullenStudent Data Coordinator and RtI Data Consultant, Egg Harbor Township School District, New Jersey
- Fred ScottRetired K-12 educator, consultant and solutions engineer, School of Power
Watch this free webinar on demand here.
SEE PART 1 OF THIS SERIES HERE
Key points
Understanding the next generation of teachers
Mullen discussed how her district has done extensive research on the new generation of incoming teachers, who are primarily Gen Z and millennials. The research confirmed that these new teachers are very tech-savvy, as it is embedded in everything they do, plus they really value professional development and crave constructive feedback. She added that their strategy is “the millennial sandwich of ‘You’re doing a great job, but here’s something you can do to improve, but you’re doing a great job!’”
Ryder added: “What I hear all the time is, ‘Everyone grew up with technology, but they didn’t have to use it in the ways that the teaching profession needs it to. We make assumptions all the time about generations, but some people don’t live and breathe in specific modalities. For example, we don’t post lesson plans on Snapchat. We’re using tools that they’re not used to. ’”
Time is of the essence
Mullen also shared that from their district's research, they find that most teachers who come into a district will decide around day 44 whether they will stay, so it's critical to focus on that timing.
Duggan’s district had a 100% retention rate last year. “We didn’t set out to do that, it just happened,” she said. But she noted that in recent years they’ve introduced a full induction program for new teachers and staff that happens to occur within the 44-day window Mullen mentioned. In addition to offering professional development, they insist that new teachers spend a full day shadowing a fellow teacher in the building or even in another district. They also have a part-time educational technology coach to provide support.
Culture club
“As a district, we have come to the conclusion that it is our culture that helps us retain teachers,” Duggan said. In addition to the professional development mentioned above, they provide an opportunity for teachers to apply for a mini-grant to travel to a major education conference. Being able to do so helps teachers feel like they are true working professionals and builds their self-esteem.
Ryder said that because it is a public charter school not affiliated with a specific city, they have limited funds and can't simply ask for money to pay more competitive salaries.
That's why they've adopted the “radical” idea of treating people as human beings, which has greatly contributed to their desire to stay. “Authenticity helps people to be themselves,” he said.
Voice and choice of PD
Scott shared that PowerSchool has conducted a study on what educators are looking for from their professional development and highlighted a few key points: they want evidence-based professional development that is flexible in strategies; it shouldn’t be a one-size-fits-all solution and offer hybrid and peer-to-peer opportunities; and they want the opportunity to reflect on their practices.
Scott also said the areas new educators are most interested in are:
- How to handle discipline and disruptive students.
- How do I approach student interventions?
- Communicating with parents and too many meetings/committees.
Ryder echoed the desire for personalized professional development, noting that each teacher can choose their own path based on their own needs. “Everyone will be able to choose the path that best suits them,” she said, which follows the learning paths they’ve created for students. “We’ve realized something over the last few years: What’s good for our students is good for our staff.”
“Ultimately, choice is important, especially for millennial or Gen Z teachers who want that opportunity,” Mullen said. Her district offers before- or after-school professional development groups that focus on new strategies and networking opportunities. They try to offer a variety of modalities and tools, and they’ve created an innovation team that determines strategies and looks at digital tools. This group also generates new professional development opportunities.
Education in collaboration
“Collaboration is key to effective professional development,” Duggan said, noting that in-person professional development is not appealing to anyone. “Our district has professional development days built into the school year for new teachers to collaborate and learn from their peers.”
Mullen talked about using data to show what works and the key to building a relationship with existing staff. “We want to make sure everyone is on the same page regarding professional development.”
Scott said PowerSchool's research showed three preferred modalities of professional development: common planning time, PLCs and a collaborative buddy group, all of which rely on educators working together.
“Collaboration works best when everyone is authentic, real and heard,” Ryder said. “Their real needs are met, and sitting down to collaborate and problem-solve together creates moments of, ‘I want to work with you on this because I need the answer, too! ’ That’s incredible synergy.”
