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Delaware Teacher and
Administrator
Supply and
Demand
Survey
Analysis
R E P O R T
June 2012
Kelly L. Sherretz
Nathan A. Roby
Rachel A. Matos
serving the public good,
shaping tomorrow’s leaders
www.ipa.udel.edu
Institute for Public Administration
School of Public Policy & Administration
College of Arts & Sciences
University of Delaware
in cooperation with the Delaware Department of Education
Delaware Teacher and Administrator Supply and Demand Survey Analysis for 2011-­‐2012 June 2012 Kelly L. Sherretz, Nathan A. Roby, and Rachel A. Matos Institute for Public Administration School of Public Policy & Administration College of Arts & Sciences University of Delaware in cooperation with the Delaware Department of Education
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Preface As the Director of the Institute for Public Administration at the University of Delaware, I am pleased to provide this report, Delaware Teacher and Administrator Supply and Demand Survey Analysis for 2011-­‐12. Funded by the Delaware Department of Education (DOE), this report is the tenth in a series of analyses of teacher and administrator supply and demand in Delaware. It reports the analysis of a survey of all 19 school districts and 14 of the 22 charter school personnel directors as well as an analysis of data from the Delaware payroll system. This report charts the trends of teacher and administrator hiring, difficult-­‐to-­‐fill positions, late hiring, and other factors important to the success of the state’s public schools. As the significance of the role of teachers and administrative leaders becomes more apparent in Delaware and as Delaware implements its Race to the Top activities, the importance of this series of studies grows. The Institute for Public Administration addresses the policy, planning, and management needs of its partners through the integration of applied research, professional development, and the education of tomorrow’s leaders. This study is an important part of this effort, as public education accounts for one-­‐third of the state budget and is of great significance to the state economy and public. Jerome R. Lewis, Ph.D. Director, Institute for Public Administration i
Delaware Teacher and Administrator Supply and Demand Survey Analysis
Foreword June 2012
The authors of this report would like to thank, first and foremost, Dr. Wayne Barton, Director of Teacher and Administrator Quality Development for the Delaware Department of Education (DOE), who helped to conceptualize and support this work. We also thank DOE Education Associate Adrian Peoples for providing us with the DOE payroll data and DOE DEEDS Analyst, Stu Markham, for placing the survey on the DEEDS system and providing IPA with the resulting data. We thank the 19 School districts and 14 charter school personnel directors for compiling data from their organizations and completing the survey form. We also thank IPA’s Mark Deshon for his extensive graphic design and editorial work and IPA’s Kathy Murphy for her insights. A big thank you also goes out to Dr. Jeff Raffel for all of his work on this report over the past 10 years. Over the years, we have received input on this annual survey from many individuals. We thank all those who have assisted us. In short, this report was the result of the efforts and contributions of many individuals who care about the quality of the public school teachers and administrators in Delaware. Kelly L. Sherretz, IPA Associate Policy Scientist Nathan A. Roby, IPA Public Administration Fellow Rachel A. Matos, IPA Public Administration Fellow ii
Delaware Teacher and Administrator Supply and Demand Survey Analysis
Table of Contents June 2012
Executive Summary ....................................................................................................................... 1 Introduction ................................................................................................................................... 4 School District Personnel Director Survey Results ....................................................................... 5 Charter School Personnel Director Survey Results ..................................................................... 25 DOE Payroll Data Results ............................................................................................................. 40 Conclusions .................................................................................................................................. 44 Appendix A: Tables .................................................................................................................... 47 Appendix B: Survey Instrument .................................................................................................. 59 iii
Delaware Teacher and Administrator Supply and Demand Survey Analysis
Executive Summary June 2012
The 19 school districts in the state of Delaware reported hiring a total of 1,169 teachers for the 2011-­‐12 school year, including those in temporary positions. Personnel directors from each district were asked to complete an online survey asking for information on the number of new teacher hires, when personnel directors were notified of vacancies, when teachers were offered contracts, which teaching and non-­‐teaching positions were difficult to fill, and the recruitment tools used. In addition to the 19 school districts in Delaware, the survey was also distributed to the 22 charter schools in the state. Fourteen charter schools answered the survey reporting an additional 89 teachers hired for the 2011-­‐12 school year, including those in temporary positions. Responses to the survey were collected between January and March 2012. To supplement the personnel director survey, payroll-­‐record data on teacher characteristics and mobility were provided by the Delaware Department of Education (DOE). In 2011-­‐12, late hiring of teachers by school districts was far less prevalent than in the past two years. This year, 48.6 percent of the teachers hired on regular contracts were hired in August or later. Last year, 64.3 percent were hired late, comparable to 60.2 percent two years ago. Thus, there has been a substantial decrease of late teacher hiring over the past year. In addition, 338 teachers were hired on temporary contracts this year. This is a decrease from 406 last year (2010-­‐11) and 350 two years ago. A further sign of improvement for the 2011-­‐12 school year was the substantial increase in early letters of intent to hire—from 3 to 36, as well as an overall increase in letters of intent—from 95 to 141. As in previous years, retirements accounted for less than half of teacher vacancies, (23.9%). This is a decrease from 25.6 percent last year and 40.3 percent two years ago. The remaining vacancies reported were due to a variety of reasons, including taking a position in another Delaware school district or one outside the state, relocating with family, and a few because of dismissal, position elimination or “reduction in force” (RIF), or illness or death. In comparison to last year, there has not been an increase in the difficulty of hiring; there was either no change or a decrease in the percentage of districts reporting a major difficulty in filling all subject areas except two. This year, like last, the most difficult positions to fill were high school math and high school science, with one third of personnel directors indicating great difficulty in filling positions in these areas. One teaching area in which district personnel directors indicated an increase in difficulty of hiring was foreign languages. The percentage of districts reporting these positions very difficult to fill increased from 36.8 to 47.4 percent. The other teaching area with an increase in difficulty in hiring was special education. This year, four of the 19 districts (21.1%) reported that teachers in this area were difficult to hire; this is an increase of two districts from last year. According to the district respondents, this year the main reason for teacher shortages was a lack of qualified teacher candidates and a lack of number of teacher candidates in particular areas. 1
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
District personnel directors reported that 102 Alternative Routes to Certification (ARTC) teachers were hired this year. This was 19 more than were reported last year and 49 more than two years ago, primarily because of an increase in the availability of these programs. Of the 102 teachers hired, 63.7 percent of those were hired through the University of Delaware’s ARTC program, 12.7 percent from Teach for America, 11.8 percent from the 91 Days program, and 5.9 percent from Masters Plus and Delaware Teaching Fellows. The recruitment tool with the greatest use among school districts continued to be the district’s website, with 16 of 19 districts (84.2%) greatly utilizing this tool. Last year, 84.2 percent of districts used their website for advertisement purposes and 73.7 percent for online applications; this year 84.2 percent again advertised on their district website, and 84.2 percent utilized their websites for online applications. The second most widely used recruitment tool was the University of Delaware’s Project Search. This year 57.9 percent of districts greatly used Project Search; last year 73.7 percent of districts greatly utilized this tool. Fourteen districts continued to offer financial incentives for early notification of plans to retire. Within the districts that offer incentives for early retirement notification, 72 teachers who retired in the previous year and exactly 75 percent of the reported number of teachers retiring this year took advantage of the incentive. The vacancies reported this year were learned about the same time as last year. This year 33.7 percent of the vacancies were reported in August or later compared to one-­‐third last year. The instances of teachers reneging on acceptances of job offers decreased this year (13 this year and 23 last year), with most of the moves reported being in-­‐state. The number of districts reporting contractual hindrances that delayed teacher hiring decreased from 57.9 percent last year to 31.6 percent this year. Nine of 19 districts reported having attempted to address contract issues during their latest negotiations. Two of the districts were somewhat successful in their negotiations. The survey also included questions regarding administrator supply and demand to gauge Delaware’s ability to fill administrative positions. This year saw a slight decrease in reported difficulties in hiring school administrators from last year. This year 21.1 percent of the districts reported moderate or great difficulty in hiring elementary school principals, 15.8 percent for middle school principals, and 31.6 percent for high school principals. For assistant principals the corresponding percentages were 10.5, 15.8, and 36.8 percent. The data indicate that much activity in the state is focused on school-­‐administrator recruitment, retention, and preparation. Districts reported that there were more than five times more qualified applicants than vacancies. The vast majority of administrators (83.1%) were hired from within the state-­‐-­‐ 83.3 percent of principals and 82.9 percent of assistant principals. One-­‐third of the reasons reported for administrator vacancies were due to retirement, and one-­‐quarter took a position in another Delaware school district. As in the previous several years, more than half of the districts reported major difficulty in hiring speech therapists. 2
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Many districts have reported changes in their teacher recruitment and hiring policies and experiences over the past year due to the impact of the economy. Nine of the 19 districts (47.4%) have curtailed out-­‐of-­‐state teacher recruitment efforts. Ten of the 19 districts (52.6%) report that their teacher-­‐applicant pool is expanding, and eight of 19 (42.1%) report that experienced teachers are delaying their notification of retirement. On the other hand, 13 of 19 districts (68.4%) report that experienced teachers are delaying retirement altogether. Eight districts report no or limited local salary increases (42.1%), and six said that they are hiring teachers later in the year because of September 30–count concerns (31.6%). Six of the districts (31.6%) have RIF’d teachers this past year. Four of the districts (21.1%) have curtailed offering contracts at the University of Delaware’s Project Search. The 14 charter school representatives who responded presented a relatively positive picture of their employee hiring for the 2011-­‐12 school year. They had few unfilled positions and reported less impact due to the difficult economy than did their school district counterparts. However, charters also faced challenges. They had to deal with new teachers breaking their commitments late in the hiring process and viewed finding qualified speech pathologists as problematic. Unlike school districts, charters are more likely to create their own teacher vacancies by dismissing teachers. They view low salaries and lack of qualified teacher candidates in particular areas as their major recruitment obstacle and rely heavily on printed material as their primary recruitment tool, rather than the Web or out-­‐of-­‐state recruitment trips. Analysis of the DOE payroll data last year indicated that teachers with the lowest level of experience continue to leave the state teaching force at higher rates than those with more experience. This year, 21.9 percent of teachers who left their teaching positions in Delaware did so within their first two years of teaching in the state. In addition, 62 teachers left with three years of experience; 47 teachers left with four years of experience; and 45 teachers left with five years of experience. Together, 37.5 percent of teachers who left Delaware teaching positions in the past year did so with five years or fewer of experience. This percentage is lower than last year’s 41 percent but higher than the 28.6 percent two years ago. In summary, more teachers are leaving the Delaware teaching force (11.4%) than in previous years (10.9%). The reasons for this change are unclear. 3
Delaware Teacher and Administrator Supply and Demand Survey Analysis
Introduction June 2012
For the 2011-­‐12 school year, the 19 public school districts throughout the state of Delaware reported hiring a total of 1,169 teachers. The personnel directors from each district were asked to complete an online survey requesting information on the number of new hires, when personnel directors were notified of vacancies, when teachers were offered contracts, which teaching and non-­‐teaching positions were difficult to fill, and what recruitment tools were used. All of the districts completed the survey. In addition to the 19 school districts in the state, this year’s survey was also distributed to the personnel directors of all 22 charter schools in Delaware. Of the 22 charters, 14 responded to the survey, and they reported hiring 89 teachers for the 2011-­‐12 school year. The survey also included questions concerning administrator supply to gauge Delaware’s personnel directors’ ability to fill administrative positions. This year’s survey (see Appendix B), the tenth in an annual series, was administered through the Delaware Department of Education’s DEEDS website. The project was conducted through the University of Delaware’s Institute for Public Administration (IPA), a research center in the School of Public Policy & Administration. The Teacher and Administrator Supply Survey from 2011-­‐12 was redesigned and analyzed in conjunction with Dr. Wayne Barton, Director of Teacher and Administrator Quality, at the Delaware Department of Education (DOE). The survey was posted on the DEEDS website during January, February, and March 2012. The reader should note that this report is based upon both subjective and objective data. The DOE payroll data are relatively objective and accurate. While there are some issues with reporting teaching experience for new teachers, generally, the personnel records are valid, unless noted. The survey responses from the district and charter personnel directors include some objective information, such as the number of new teachers hired for fall 2011, but also include more subjective responses, such as the personnel directors’ views of the utility of various recruitment activities. Admittedly, sometimes it is difficult to ascertain to what extent changes in responses from year to year are due to changes in directors, local circumstances, or statewide trends. When possible, IPA researchers report five-­‐year trends on major indicators and focus on changes from the previous year throughout the report. 4
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
School District Personnel Director Survey Results The analysis of the results of the survey of the 19 school district personnel directors reflect the findings about teacher hiring, critical-­‐needs areas, non-­‐teacher hiring, and recruitment strategies over the past five years. The first section of the report contains the results of the Teacher and Administrator Supply Survey. The data in the text and tables are reported as the percentage of districts answering a question in a particular way. For example, if 12 of the 19 school district personnel directors reported a response was a “major problem” related to teacher shortages in their district, the percentage of districts offering this response is indicated as 63.2 percent. Teacher Hiring Personnel directors report that a total of 1,169 teachers were hired by the 19 school districts for the 2011-­‐12 academic year, including 831 hired on regular and 338 on temporary contracts. The hiring dates of 831 teachers hired on regular contracts were reported (Figure 1a and Table 1). Late hiring of teachers is lower than during the past two years. Teachers hired in August or later are considered late hires. This year, 48.6 percent of the teachers hired on regular contracts were late hires compared to 64.3 percent last year, and 60.2 percent two years ago (Figure 1b). The percentage of teachers hired late has been somewhat mixed over the past three years. The month with the most reported hires continues to be August, representing 37.9 percent of new teachers on regular contracts. Last year 50.3 percent of new hires were reported for the month of August. The month with the second most reported hires is June, representing 23.1 percent of new teacher hires. This change from previous years, when July was the second most reported month for hiring, is another indicator of earlier hiring this year. This year, following June was July (128 hires) and May (80 hires), representing 15.4 percent and 9.6 percent of new hires, respectively. This year’s monthly hiring pattern differs from last year’s as there is an increase in earlier hiring, although the month with the most hires continues to be August. Last year, the month with the most reported hires was also August (374), followed by July (167) and those hired in September or later (84). Last year, only 13.2 percent of new teachers were hired early, i.e., in April, May, or June. This year, early hiring has greatly increased, with 36 percent of new teachers hired in June or earlier. Five districts provided letters of intent to some of their recruits before actually issuing contracts, thus notifying these new teachers earlier of their new positions. There were 141 letters of intent issued by these five school districts in the year 2011-­‐12. During the months of April, May, and June, however, 36 letters of intent (26.5%) were issued. By comparison, in 2010-­‐11 four school districts issued 95 letters of intent, of which 3.2 percent were issued in 5
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 1a.
Month that Teacher Contract was Agreed Upon: Five-Year Regular School District Comparison
Figure 1b.
Percent of Teachers Hired August or Later: Five-Year Regular School District Comparison
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
April, May, and June. A sign of early hiring for the 2011-­‐12 school year was the substantial gain in early letters of intent from 3 to 36, as well as an overall gain in letters of intent—from 95 to 141. To further understand the reasons for late hiring, last year a new question was added to the survey to identify the various reasons for hiring teachers in August or later (Figure 2 and Table 2). Personnel directors from five school districts (26.3%) indicated that late increase in enrollment was a “major reason” for hiring teachers in August or later. Additionally, 21.1 percent of school districts also reported that uncertainty of September 30–enrollment count was a major reason for late hiring, a decrease from 47.9 percent last year. Three of the 19 school districts (15.8%) reported that concerns about having to use local funds to fully fund additional teachers and difficulty in filling positions because of lack of qualified applicants were major reasons for hiring in August or later. Of the new hires, 338 were on temporary contracts this year. This is a decrease from 406 last year and 350 two years ago. Like last year, the most common reason indicated for temporary contracts was hiring after the first student day of school. This year’s survey results indicated that six of the 19 school districts (31.6%) reported hiring “all” of their teachers on temporary contracts after the first student day, and three of the 19 school districts (15.8%) hired “most” of their temporary hires for that reason (Table 3). Another reason indicated for temporary contracts was uncertainty of the September 30 count. One district hired “all” teachers on temporary contracts, and two of the 19 school districts (10.5%) reported hiring “most” of their temporary hires because of this uncertainty. One district (5.3%) reported hiring all of its teachers on temporary contracts because of temporary needs such as pregnancy, illness, and sabbaticals. Other temporary contracts were offered in one district because of “resignations after the start of the school year.” These results—hiring more teachers on regular contracts before August, more letters of intent issued in April, May and June, and fewer teachers hired on temporary contracts—indicate positive efforts to hire teachers earlier. There were also 102 Alternative Routes to Certification (ARTC) teachers hired for 2011-­‐12. This was 19 more than were reported last year and 49 more than two years ago, primarily due to an increase in available programs. In this year’s survey, personnel directors were asked to report how many Alternative Routes teachers were hired from each program. Of the 102 teachers hired for 2011-­‐2012, 63.7 percent were hired from the University of Delaware’s ARTC program. Districts reported hiring 12.7 percent from the Teach for America, 11.8 percent from the 91 Days program, and 5.9 percent from both the Masters Plus and Delaware Teaching Fellows. None of the districts reported hiring any teachers from Main Education. 7
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 2.
Percent of Regular School Districts Indicating a Major Reason for Hiring in August or Later due
to…
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
Teacher Shortages June 2012
Teacher shortages continue to exist in several areas, although compared to last year there has not been an increase in the difficulty of hiring. There was either no change or a decrease in the percentage of districts reporting a major difficulty in filling all subject areas except two (Figure 3 and Table 4). This year, like last, the most difficult positions to fill were high school math and high school science. One third of personnel directors indicated an increase in great difficulty in filling positions in these areas. The only teaching areas in which district personnel directors indicated an increase in difficulty were foreign languages, special education, and technology. Foreign languages increased from 36.8 to 47.4 percent and foreign languages and special education increased from 10.5 to 21 percent. Seven out of 19 districts (36.8%) reported that high school math and science positions were very difficult to fill. Last year, 11 districts reported great difficulty filling high school math positions. This year personnel directors indicated they had more difficulty filling special-­‐
education positions than in prior years. This year, four of the 19 districts (21.1%) reported that teachers in this area were very difficult to hire. This was an increase from 2010-­‐11, when two out of 19 school districts (10.5%) indicated difficulty filling special-­‐education positions. Personnel directors reported no change in the difficulty in filling bilingual/ESOL positions. This year, four of the 19 districts (21.1%) reported that bilingual/ESOL positions were very difficult to fill. Hiring difficulties in middle school math and science positions have disappeared compared to last year, with no districts reporting these positions were very difficult to fill, but nine of the 19 districts (47.4%) reported them as moderately difficult to fill. Nine of 19 districts reported foreign language positions as very difficult to fill, up from 36.8 percent last year to 47.4 percent this year. On the opposite end of the spectrum, districts reported ease in hiring elementary-­‐education, physical-­‐education, and social-­‐science teachers. Ease in hiring in all of these areas was similar to that reported for the last three years. Thirteen of the 19 districts (68.4%) reported no difficulty in hiring elementary education teachers, while 12 of the 19 districts (63.2%) reported no difficulty in hiring physical education teachers. Similarly, social studies positions were not viewed as difficult to fill by nearly two-­‐thirds (63.2%) of the districts. From January through March 2012, when the survey was distributed and completed, personnel directors reported a total of 14 unfilled teaching positions in the state. The unfilled positions were in: English language arts (4), speech therapists (4), math (2), science, special education, foreign language, and an IB coordinator. The number of reported unfilled positions is lower than last year (N=19). The survey also requested information on the type and number of Emergency Certificates requested. An Emergency Certificate is issued to an educator who holds, or is eligible to hold, a Delaware license but has not met the requirements for certification in a specific content area. School district personnel directors reported a total of 153 such requests, much lower than the 230 requested last year. The most mentioned fields were math (22 positions), autistic teaching (19 positions) and science (16 positions). 9
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
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Figure 3.
Percent of Regular School Districts Indicating Major Difficulty in Filling Teaching Positions by
Area
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Reasons for Teacher Shortages According to the district respondents, this year the two main reasons for teacher shortages were a lack of qualified teacher candidates and a lack of number of teacher candidates in particular areas (Figure 4 and Table 5). Eight out of the 19 districts (42.1%) reported that a lack of qualified teacher candidates in specific areas was the main reason for teacher shortages. This is a decrease from 2010-­‐11, when 10 out of 19 districts (52.6%) indicated this reason. The other reason was a lack of number of teacher candidates in particular areas; eight out of 19 districts (42.1%) denoted this as a major problem, which is equal to last year. Vacancies As reported by district personnel directors, 65.5 percent of the teachers who left districts this year specified a reason why, compared to 72.3 percent last year. Of the 402 reasons reported this year, responses varied. According to district personnel, the largest number of teachers—96 (23.9%)—left because they were retiring (Figure 5 and Table 6). Additional reasons for teachers leaving were as follows: • Left to take a position in another Delaware school district (N=83) • Left for family/personal reasons (N=32) • Left because they were dismissed (N=29) • Left to relocate with family (N=26) • Left to take a position in another district outside of Delaware (N=25) • Left to become an administrator (N=12) • Were counseled out of teaching or district (N=7) • Left because they were RIF’d (N=5) • Left because of illness/death (N=2) • Left to take a position at a charter school (N=1) • Other known reasons for leaving (N=43) School district personnel directors reported more position changes for departing teachers this year than last, especially moves to other Delaware school districts. Last year, 65 teachers left to take a position in another Delaware school district, while this year 83 left. Last year, 29 teachers were reported to have left Delaware to take a position in another district. This year that number decreased slightly to 25. Fourteen of the 19 districts (78.9%) continued to offer financial incentives for early notification of plans to retire. Four districts reported that they offer employees $50-­‐$100 for each consecutive year of service to the district. Seven districts offer employees $500-­‐$1,000 if they give their retirement notice by a given date. One district offers a $2,000 incentive. One district offers employees bonuses for early notification of plans to retire, while another district offers sick-­‐leave payoffs to retiring employees. Within the districts that offer incentives for early retirement notification, 72 teachers who retired in 2010-­‐11 had taken advantage of the incentive, exactly 75 percent of the reported number of teachers retiring this year. 11
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 4.
Five-Year Comparison of Percent of Regular School Districts Indicating a Major Problem in
Teacher Shortages due to…
12
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
Figure 5.
Reasons for Teachers Leaving Regular School District
(N=402)
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June 2012
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
In order to understand the reasons for vacancies and determine the discrepancies between vacancies and hiring, personnel directors were asked to indicate when they learned about the vacancies. They were asked to provide the number of vacancies learned about within a given time period, starting with October 2010 or earlier and continuing month by month until October 2011 or later. This provided information on when 614 vacancies were reported for the 2011-­‐2012 academic year. More than one-­‐quarter of teacher vacancies (28.0%) were reported by April 2011 or earlier, nearly identical to the 28.3 percent reported by last April (Figure 6 and Table 7). The largest number of vacancies (120) was reported in August 2011, representing 19.5 percent of total vacancies reported, followed by June 2011 (100), 16.3 percent of total vacancies. The vacancies reported this year were learned about later than they were last year, as nearly 50 percent more vacancies were reported in August 2011. Teacher-­‐Hiring Problems This year, 31.6 percent of school districts (6 of 19) reported contractual barriers or hindrances that delayed them from offering a contract to a teacher. This is a major decrease from last year, when 57.9 percent of the districts reported facing difficulties related to this issue. Four of the 19 school districts specifically identified transfer clauses as a contractual hindrance. One school district reported that it needed to go through RIF’ing and displacements prior to offering positions to external candidates. The only other contractual barriers or hindrance that delayed contract offerings were not knowing what was needed in terms of enrollment. Personnel directors were asked if they had tried to renegotiate these contractual barriers in the last collective-­‐bargaining negotiations. Of the 19 surveyed, nine (47.4%) tried to renegotiate their contract at their last collective-­‐bargaining negotiations, indicating that many of the districts are not only aware of these contractual problems but are trying to address them. At least two districts have been successful in their efforts at contract renegotiations. Furthermore, three of the 19 districts reported they were at least somewhat successful. Ten of the 19 districts (52.6%) report that they administer an exit survey to teachers who leave the district. Last year, nine of districts reported using an exit survey. This year, the most common type of contract used is an open contract. Fourteen of the 19 districts (73.7%) use an open contract, while five of the 19 districts (26.3%) have specific-­‐assignment contracts. Last year, 13 of the 19 districts (68.4%) offered candidates open contracts, and six of the 19 districts (31.6%) had specific-­‐assignment contracts. Personnel directors are understandably frustrated when teachers agree to a contract and then leave for another district or position. In 2011-­‐12, 13 teachers who had been offered and then accepted a position later chose to take a position in another Delaware school district. Of the 13, five chose to take an out-­‐of-­‐state teaching position, one remained in their current position, three decided not to teach, and four changed their minds for other reasons. Last year, 15 teachers who had been offered and accepted a position later chose to take a position in another Delaware school district. In addition, four teachers chose to take an out-­‐of-­‐state teaching position, two decided not to teach, and two changed their minds for other reasons. 14
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
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Figure 6. Number of Vacancies Regular School Districts Learned About by Month (Percent of
Teachers Reported)
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Overall, there were two more newly hired teachers who changed their minds and decided not to teach this year than there were last year. Non-­‐Teaching Position Shortages The non-­‐teaching position viewed as hardest to fill by personnel administrators for the 2011-­‐
12 school year was again that of speech therapist (Figure 7 and Table 8). This has been a consistent finding for the past six years and prior years. This year 13 out of the 19 districts (68.4%) reported hiring speech therapists as very difficult, and nine (47.4%) indicated speech therapists as the most difficult non-­‐teaching position to fill. Six of the districts (31.6%) reported that it was very difficult to hire a psychologist, and two (10.5%) indicated that high school principal positions were very difficult to fill. Last year, 13 out of the 19 districts (68.4%) reported that hiring speech therapists was very difficult, and 11 (57.9%) indicated speech therapists as the most difficult non-­‐teaching position to fill. Eight of the districts (42.1%) reported that it was very difficult to hire a psychologist, and four (21.1%) indicated that high school principal positions were very difficult to fill last year. Personnel directors continue to express similar expectations in hiring difficulties for non-­‐
teacher positions for the upcoming school year. As seen in the past few years, the most common problem noted centered on finding a speech therapist. Several personnel directors expressed concern that it is becoming more difficult to find qualified and experienced speech therapists. A few school districts also anticipate difficulties in filling school psychologist positions. Another personnel director felt that high-­‐quality school and district-­‐level administrators will become more difficult to find as administrative responsibilities increase. Recruitment Tools In order to find good teachers, it is necessary for personnel directors to use effective recruitment tools. Personnel directors were asked about tools they used as well as the effectiveness of each tool. This year personnel directors were demonstrably more proactive in the recruitment of teachers than in the past two years, with increasing use of certain recruitment tools. However, recruitment activities are still not as greatly used as they were three years ago. The recruitment tool with the greatest use among school districts continued to be the district website. This year 84.2 percent again advertised on their websites, and 84.2 percent utilized their websites for online applications. Last year, 84.2 percent of districts used their websites for advertisement purposes and 73.7 percent for online applications (Figure 8a, 8b and Table 9). The second most widely used recruitment tool was the University of Delaware’s Project Search. This year 57.9 percent of districts greatly used Project Search; last year 73.7 percent of districts reported utilized this tool at that level. 16
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
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Figure 7.
Percent of Regular School Districts Indicating Major Difficulty in Filling Non-Teaching Positions
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
Figure 8a.
Percent of Regular School Districts Reporting Great Use of Recruitment Tools
Figure 8b.
Percent of Regular School Districts Reporting
Great Use of Recruitment Tools: Five-Year Comparison
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June 2012
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Eight districts reported hiring a total of 34 of their student teachers this year. This is much lower than the 55 reported last year from seven districts, but only slightly lower than the 35 reported two years ago. Participating in recruitment trips and fairs to neighboring states did not change from last year, with 26.3 percent of the districts greatly utilizing it this year and last. This is higher than the 15.8 percent two years ago, but still down from almost half the districts (47.4%) greatly using the tool four years ago. This year 26.3 percent of the districts reported no use of trips to non-­‐neighboring states, which is far less than the 68.4 percent last year. This year 42.1 percent of the districts reported some use in traveling beyond neighboring states to recruit teachers. Personnel directors in 12 districts reported a total of 30 recruitment trips to neighboring states, and six districts reported 11 trips to non-­‐neighboring states. The reported number of recruitment trips to neighboring states has decreased while the trips to non-­‐neighboring states has increased from last year. Last year 14 districts reported a total of 39 recruitment trips to neighboring states, and six districts reported only nine trips to non-­‐neighboring states. Overall, the number of recruitment trips this year is slightly lower than last year. In conjunction with the level of recruitment trips both in-­‐state and in other states, personnel directors were also asked which (three) institutions they felt best prepared teachers for their district at the elementary, middle, and secondary levels. The focus of these responses was on nearby institutions. Of the school districts that shared their experiences (three districts did not respond for elementary or middle), the most frequently mentioned institution for each level was the University of Delaware—15 of 19 districts (78.9%), 13 of 19 (68.4%), and 17 of 19 (89.5%) reporting the University of Delaware on their best preparation list, respectively, by grade. Eleven of the 19 districts (57.9%) at both the elementary and secondary levels said Wilmington University best prepared teachers, and nine districts (47.4%) said Wilmington University for the middle level. Delaware State University was mentioned by four of 19 districts (21.1%) at the secondary level, three districts (15.8%) at the middle level and two districts (10.5%) citing it at the elementary level. Salisbury (Md.) University was reported by five districts (26.3%) at the elementary level, three districts (15.8%) at the middle level, and four districts (21.1%) at the secondary level as providing teachers with the best preparation. Penn State University and West Chester (Pa.) University were also reported by three districts (15.8%) at the secondary level. No other institution received more than two mentions at any level. Though institutions from neighboring states were noted for their teacher preparation, Delaware’s colleges and universities were the most mentioned for providing teachers with the best preparation at both the elementary and secondary levels. In an open-­‐ended question, personnel directors were also asked what factors were most helpful in recruiting teachers to their district this year. Consistent with the results above related to recruitment tools, the most common factor reported was the use of the district website; seven of 19 districts (36.8%) reported this is a helpful factor. Five districts (26.3%) reported that attending various job fairs and recruitment fairs was most helpful, four districts (15.8%) said that salary was a helpful factor in recruiting teachers; four districts (15.8%) reported that the online Web-­‐based application system was the most helpful factor, and three 19
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
school districts (15.8%) mentioned that marketing and newspaper advertisements were most helpful. Other common factors were the reputation of the school district and recruitment from programs such as Teach Delaware. Resources for Personnel Recruitment Because recruitment is a substantial part of the personnel director’s position, a specific recruitment budget may be allocated to help with organization and support. Fifteen of the 19 districts (78.9%) have a budget set aside specifically for the purpose of recruitment. Last year, 16 of the districts (84.2%) noted having a budget set aside for these purposes. Personnel directors were asked the size of their recruitment budget or the amount of out-­‐of-­‐pocket expenses for recruitment. Four districts reported not spending any money at all for recruitment. Among the 15 districts providing an amount, there was a great variation in the size of the budget. The range of the amounts: • Up to $5,000 (7 districts) • $5,001-­‐$10,000 (5 districts) • $10,001-­‐$15,000 (2 districts) • $15,001-­‐$25,000 (1 district) Administrator Hiring Personnel directors were asked questions concerning availability of positions, vacancies, and qualifications of administrator applicants. Specific information was obtained for new assistant principals and principals hired. Personnel directors reported that a total of 59 new assistant principals and principals (41 and 18, respectively) were hired for the 2011-­‐12 academic year. Last year 63 new assistant principals and principals (43 and 20, respectively) were hired. This year 25 assistant principals and 11 principals were reported as hired from inside the school district, nine of the assistant principals and four principals hired were from Delaware but outside the school district, and seven assistant principals and three principals were hired from out of state. Last year 27 assistant principals and 12 principals were reported as hired from inside the school district, 14 of the assistant principals and three principals hired were from Delaware but outside the school district, and two assistant principals and five principals were hired from out of state. The vast majority of administrators (83.1%) were hired from within the state (Figure 9 and Table 10). However, the percentage of in-­‐state new administrator hires is slightly lower than last year (88.9%). A portion of the survey asked personnel directors how their new administrators were prepared for their positions. Seventeen (28.8%) of the hired administrators, four principals and 13 assistant principals, participated in a school district’s succession-­‐planning program that prepared and developed administrators. Last year 38.1 percent did so. Thirteen of the 19 districts (68.4%) indicated that they have their own program to prepare and develop administrators, up from 12 (63.2%) last year. Eight of the 19 districts (42.1%) also stated that they have a program to support new principals during the induction stage (years 1-­‐3), down from 10 districts last year. These results indicate that a good deal of activity among school 20
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 9.
Sources of Recently Hired School District Administrators
(N=59)
(N=11)
Figure 10.
Reasons for School District Administrator Vacancies
(N=34)
21
(N=7)
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
districts in the state is focused on school administrator recruitment, preparation, and retention. The personnel directors of the 19 school districts reported the reasons for 34 administrator vacancies for the 2011-­‐12 school year. The most common reason for an administrator vacancy was retirement; 10vacancies (29.4%) were attributed to this factor, significantly lower than last year’s percentage (40%). Other reasons for administrators leaving: took a position in another Delaware school district (9), were counseled out of administration or district (1), family/personal reasons (2), illness (2), and other (3) (Figure 10 and Table 11). School districts reported receiving a total of 1,206 applications for administrative positions for the 2011-­‐12 school year, about eight percent more than the 1,116 last year. Personnel directors deemed only 292 applicants (24.2%) acceptable for the administrative positions, nearly equal to the 24.5 percent last year. However, these 292 applicants were almost five times the number of administrator positions to be filled. It is not surprising that many district personnel directors lack immediate concerns about school administrator hiring, as there are still many more applicants for administrative positions than available positions. Given the financial turmoil in the past few years, it was expected that districts would face challenges that could well change their recruitment and retention circumstances and actions. Indeed, the analysis of the survey results above indicates many changes in teacher and administrator recruitment and retention this year. However, several signs of improvement have occurred, including lower indicators of late hiring (reduction in a majority of teachers hired in August or later), the lower use of temporary contracts (often for those hired after the first day of school), and more letters of intent (especially early in the hiring process). Districts also reported fewer hiring difficulties and noted less contract-­‐jumping by new teacher hires. Many districts have reported changes in their teacher recruitment and hiring policies and experiences over the past year due to the impact of the economy. Nine of the 19 districts (47.4%)—fewer than last year’s 14—have curtailed out-­‐of-­‐state teacher recruitment efforts (Figure 11 and Table 12). Ten of the 19 districts (52.6%) report that their teacher-­‐applicant pool is expanding, and eight of 19 (42.1%) report that experienced teachers are delaying their notification of retirement. Last year 13 of 19 districts indicated that experienced teachers are delaying their notification of retirement. On the other hand, 13 of 19 districts (68.4%), one fewer than last year, report that experienced teachers are delaying retirement altogether. Eight districts report no or limited local-­‐salary increases (42.1%), and six said that they are hiring teachers later in the year because of September 30–count concerns (31.6%), both lower than the 10 reporting these problems last year. Six of the districts (31.6%) have RIF’d teachers this past year, compared to eight last year. Four of the districts (21.1%) have curtailed offering contracts at the University of Delaware’s Project Search, less than last years’ 10 districts. Other economic consequences on district recruitment and hiring plans this year include less competition among districts for teachers, reduction in staff, and more office responsibilities. This year 14 of the 19 districts (73.7%) reported that the economy and budget cuts have 22
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
resulted in more responsibilities for their office, four more than last year. One district (5.3%) reported a reduction in staff. Five of the 19 districts (26.3%) noticed less in-­‐state competition for teachers, and five districts (26.3%) reported less competition for teachers with out-­‐of-­‐state districts. The increase in office responsibilities, coupled with staff reductions, may be displacing school districts from their recruitment activities. 23
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 11.
Changes in Teacher Recruitment and Hiring Policies and Experiences Due to the Economy
(Percent of Regular School Districts Answering “Yes”)
24
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Charter School Personnel Director Survey Results Fourteen of Delaware’s 22 charter schools completed this year’s survey. Two charter schools completed only a portion of the survey and were not used in the analysis. Of those completing the survey, they included schools with varying grade configurations, including elementary (grades K-­‐5), elementary and middle school combined (grades K-­‐8), middle school, and middle through high school (grades 6-­‐12). Teacher Hiring The 14 reporting charter schools hired a total of 89 teachers for the 2011-­‐12 academic year. The most frequent month for charter school hiring was August (39.8%). Compared to regular public school hires, 18.1 percent of charter school teachers were hired in June or earlier, whereas 36 percent of public school teachers on regular contracts were hired June or earlier (Figure 12 and Table 13). Both charter schools and school districts hired less than half of the teachers in August or later. The reporting charter schools decreased their use of early letters of intent this year. Among these four charter schools, 34 letters of intent were issued, with 38.2 percent issued June or earlier, while 86 letters of intent were written last year, almost all of which were issued in May. The reporting charter schools only hired six teachers on temporary contracts (although it should be noted that charter schools may only have one-­‐year contracts as their regular contracts). As noted in the previous section on school districts, this year an estimate of the fraction of teachers hired on temporary contracts for various reasons was sought, rather than the extent to which each possible reason led to temporary contracts. One of the 14 charter schools (7.1%) that responded to the survey reported hiring all of their teachers on temporary contracts due to teachers either not being highly qualified or certified. Two of the 14 charters (14.3%) reported hiring all of the teachers on temporary contracts because of special needs (pregnancy, illness, sabbaticals, etc.). Three of the 14 charters (21.4%) do not use temporary contracts. Teacher Shortages For charter schools, hiring difficulties continue to exist in the critical-­‐needs areas, but the percentage of charters facing great difficulty in hiring is far less than that facing regular public school districts, and there is no consensus on the most difficult positions to fill. Only one reporting charter school, respectively, found it very difficult to hire for English language arts, elementary education, foreign language, middle school math, high school math, high school science, and special education (Figure 13 and Table 14). Three schools felt that foreign-­‐
language, reading, and social-­‐studies positions were moderately difficult to fill. Three schools reported foreign languages was the most difficult to fill overall, and two schools reported that reading and middle school math positions were the most difficult to fill. Thus, charter school personnel directors view several teaching areas (e.g., science, math, and foreign languages) as difficult to fill along with their regular school district peers, but they have also had some 25
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 12.
Month that Teacher Contract was Agreed Upon: Comparison of Regular School Districts and
Charter Schools, 2011-12
26
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 13.
Comparison of Percent of Regular School Districts and Charter Schools Indicating Major
Difficulty in Filling Teaching Positions by Area
27
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
difficulty in a few other areas (e.g., reading, social studies). The lower percentages reporting difficulty reflect, in part, the grade spans of charter schools. If a district has difficulty in hiring high school math teachers, they will report such, but most charters do not have high school grades. Charter school personnel directors reported that there were four teaching positions that remained unfilled as of the completion date of this survey. The unfilled positions include one elementary-­‐education position, and three math positions. Reasons for Teacher Shortages Similar to regular public school districts, charter schools reported that the lack of qualified applicants in particular areas were a major problem resulting in teacher shortages. Additionally, salaries were also a problem for new and experienced teachers (Figure 14 and Table 15). Two of 14 charter schools (14.3%) reported that lack of qualified teacher candidates, low salaries for experienced teachers, low starting salaries, and lack of number of teacher candidates in particular areas were major problems leading to teacher shortages. Four charters schools (28.6%) reported lack of qualified teacher candidates and low starting salaries as a moderate problem, and five charter schools (35.7%) reported low salaries for experience teachers as a moderate problem. Vacancies The reasons for 58 teacher vacancies were reported. The most frequent reasons were charter school teachers moving to another Delaware school district and dismissal. Twelve teachers left to take a position in another Delaware school district, and 11 charter school teachers were dismissed. Beyond the two categories, teachers left charter schools for a variety of reasons, including family moves and RIF (Figure 15 and Table 16). Only two charter school teachers were reported to have moved to a district outside Delaware, corresponding to the low loss rate of regular school teachers to districts outside the state. Last year the number of dismissed teachers reported by all 17 charter schools (N=27) was higher than the number reported by all 19 school districts (N=19). This year the number of dismissed teachers reported by 14 charter schools (N=11) was lower than the number reported by all 19 school districts (N=25). This could have been due to the smaller number of charter school respondents. The survey data also indicate when the vacancies occurred. Data were reported for 58 teacher vacancies. Charter schools were asked to indicate how many vacancies were reported each month. The month with the largest number of reported vacancies was June 2011 (21), accounting for 19 percent of the total number of vacancies among the reporting charter schools. Indeed, a majority of vacancies were known about by June or earlier (77.6%). School-­‐
district personnel directors reported teacher vacancies later than did the charter schools (Figure 16 and Table 17). The month with the largest number of vacancies reported in regular school districts was August 2011 (120), followed by June 2011 (100); 54.9 percent were known by June or earlier. None of the reporting charter schools offer any incentive for early 28
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 14.
Comparison of Percent of Regular School Districts and Charter Schools Indicating a Major
Problem in Teacher Shortages due to…
29
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 15.
Reasons for Teachers Leaving: Comparison of Regular School Districts and Charter Schools
(N=402)
(N=56)
30
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 16.
Number of Vacancies Learned About by Month (Percent of Teachers Reported): Comparison of
Regular School Districts and Charter Schools
31
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
notifications of plans to retire, but for charters teacher dismissals were more prevalent than retirements and probably occur in or before June. Teacher-­‐Hiring Problems One hiring problem charters faced was that some teacher candidates had committed to work and then changed their minds. This is also a problem reported by the school districts. Four of the 14 (28.6%) charter schools reported that some teacher candidates had committed to work in their charter school and then changed their minds between July and September. Of these teachers, six took positions in another Delaware school district or charter and one teacher decided to remain in their current position instead of switching to a charter school. It could be that these were teachers concerned about being RIF’d who sought safety in a charter position but, when not laid off, remained in their district position. Non-­‐Teaching Positions The most difficult non-­‐teaching position for charter schools to fill was guidance counselor. (Figure 17 and Table 18). Three of the 14 reporting charter schools (21.4%) noted that guidance counselor positions are the most difficult non-­‐teaching positions to fill. Two charter schools (14.3%) reported that nurse was the most difficult non-­‐teaching position to fill, and one charter school (7.1%) reported speech therapist, and elementary school principal positions as the most difficult. The percentage of charter schools reporting non-­‐teaching positions as very difficult has been declining over the past three years, with the exception of guidance counselor positions this year. Recruitment Tools Personnel directors of Delaware charter schools use various recruitment tools to find qualified teachers but report using them much less frequently than do regular public school districts (Figure 18 and Table 19). The recruitment tools with the greatest use were the Teach Delaware website and the school’s own website for online advertising and applications, 35.7 percent of reporting charters having noted great use. Print advertisements were also good recruitment resources for charter schools, with 28.6 percent of reporting charters noted great use of this tool. Furthermore, 21.4 percent of reporting charter schools reported great use of the Teach for America program and University of Delaware Project Search. While 57.9 percent of school districts reported great use of the University of Delaware’s Project Search, this recruitment tool was only greatly used by 21.4 percent of the reporting charter schools. Charter schools and school districts emphasize the use of recruitment tools differently. Charter schools do not use technology for teacher recruitment at the same level as do school districts. While 84.2 percent of school districts reported great use of their district’s website to accept online applications, only 35.7 percent of the reporting charter schools used their website at this level for online applications. Likewise, only 35.7 percent of the reporting charter schools used their school’s website extensively for online advertising, compared to the 84.2 percent of school districts that do so. The Teach Delaware website is of great use to 35.7 32
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 17.
Comparison of Percent of Regular School Districts and Charter Schools Indicating Major
Difficulty in Filling Non-Teaching Positions
33
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 18.
Comparison of Percent of Regular School Districts and Charter Schools Reporting Great Use of
Recruitment Tools
34
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
percent of reporting charter schools. The 14 reporting charter schools also had very little use of recruitment trips; 92.9 percent of these charter schools reported that they did not utilize recruitment trips in neighboring states (N.J., Md., and Pa.), and 92.9 percent did not utilize recruitment trips in other states. The reasons why charter schools are less proactive than districts in recruiting teachers are not clear. The reasons could be limited financial resources, limited personnel available to travel, greater satisfaction with teacher candidates, or other unspecified reasons. In conjunction with the level of recruitment trips both in-­‐state and in other states, charter school personnel directors were also asked which (three) institutions they felt best prepared teachers for their school at both the elementary and secondary levels. Similar to those mentioned by public school districts, the focus of these responses was on nearby institutions. Some charter schools only responded to either the elementary level or secondary level because they did not have students at the other level. Of the charter schools that shared their experiences, the most frequently mentioned institution for both the elementary, middle and secondary level was the University of Delaware, with 9 of 14 schools (64.3%), 8 of 14 schools (57.1%), and 7 of 14 schools (50%), respectively. Six of the 14 charter schools (42.9%) said that Wilmington University was among the best at preparing teachers at the elementary level, four (28.6%) at the middle level, and three (21.4%) at the secondary level. Other frequently mentioned institutions were Delaware State University; four of 14 schools (28.6%) reporting the best preparation at the elementary level and secondary level and five schools (35.7%) reporting the best preparation at the middle level. West Chester University was reported by three charter schools (21.4%) as providing teachers with the best preparation at the elementary level and secondary level, and two schools (14.3%) mentioned it at the middle level. Similar to the institutions noted by the school districts, no other institutions had more than two mentions, and University of Delaware is the most mentioned school for providing teachers with the best preparation for charter schools at the elementary, middle, and secondary levels as well. Charter school personnel directors were also asked what factors were most helpful in recruiting teachers to their schools this year. In contrast to the school districts, which emphasized the use of the district’s website and other recruitment tools as helpful factors, the most common factors reported as most helpful for charter schools were print advertisements and Teach for America, with three of 14 charter schools (21.4%) reporting the helpfulness of these factors. Two of 14 charter schools (14.3%) also mentioned University of Delaware Project Search, Teach Delaware, and their websites for online applications as the most helpful factor in recruiting teachers. Administrator Hiring Charter schools were asked various questions concerning availability of positions, vacancies, and qualifications of school administrator applicants. Personnel directors of the state’s charter schools reported that a total of eight administrators—four principals and four assistant principals—were hired for the 2011-­‐12 school year. Two assistant principals and two principals were hired from inside the school; one assistant principal and one principal were from 35
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Delaware but outside the school, and one principal was from out of state. One assistant principal was listed as “don’t know or other.” Thus, like the regular school districts, charters hired a very low percentage of school administrators from outside the state (Figure 19 and Table 20). The 14 charter schools collectively reported 154 applications for administrative positions for the 2011-­‐12 school year. Of these applicants, 23 (14.9%) were deemed acceptable. Charter school personnel directors were less positive about administrative hires than were school districts this year. One-­‐quarter (24.2%) of school-­‐district administrator applicants were deemed qualified (292 of 1,206). Charter school personnel directors reported the reasons for only eight administrator vacancies for the 2011-­‐12 school year. While the most common reason for administrator vacancies in the charter schools was taking a position in another district outside of Delaware, the other reasons for administrator vacancies in charter schools were dismissal, illness, family/personal reasons, RIF, and relocation (Figure 20 and Table 21). Six of 14 (42.9%) charter schools and eight of the 19 (42.1%) of school districts have limited or eliminated local salary increases due to the economy (Figure 21 and Table 22). However, the reporting charter schools were less likely than school districts to report that the economy has had an impact on teacher recruitment, teachers delaying retirement, or hiring teachers later in the year because of September 30–count concerns. Similar to survey responses from school districts, charter school personnel directors also mentioned more responsibilities for their office (28.6%) and reductions in staff (14.3%) as significant consequences on recruitment and hiring as a result of the economy. Thus, the charter school representatives who responded presented a relatively positive picture of their employee hiring for the 2011-­‐12 school year. They had fewer unfilled positions and reported less impact due to the difficult economy than did their school district counterparts. However, charters also faced problems. They hired teachers late, had to deal with new teachers breaking their commitments late in the hiring process, and viewed finding qualified guidance counselors as problematic. Unlike school districts, charters are more likely to create their own teacher vacancies by dismissing teachers and view low salaries and expanding applicant pools as their major recruitment obstacles. It appears that charters also rely heavily on the Teach Delaware website, print advertisement, and Teach for America Program for recruitment, as well as increasing use of online applications and recruitment advertisement through their website more so than out-­‐of-­‐state recruitment trips. 36
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
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Figure 19.
Comparison of Sources of Recently Hired Regular School District and Charter School
Administrators
(N=59)
(N=8)
37
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June 2012
Figure 20.
Comparison of Reasons for Regular School District and Charter School Administrator Vacancies
(N=34)
(N=8)
38
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 21.
Comparison of Changes in Teacher Recruitment and Hiring Policies and Experiences Due to the
Economy (Percent of Regular School Districts and Charter Schools Answering “Yes”)
39
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
DOE Payroll Data Results To supplement the personnel directors’ survey, data on teacher characteristics and mobility were provided by the Department of Education (DOE) from the state’s payroll records. This section of the report analyzes data about teachers and administrators in school districts and charter schools in Delaware who leave the Delaware teaching ranks (“exiters”) and teachers and administrators who remain as teachers in Delaware but change school districts or charters (“switchers”). The net losses and gains of each school district were examined to determine how exiters and switchers are affecting districts and charter schools throughout the state. DOE payroll records indicate that 1,608 teachers were hired by the 19 school districts and 22 charter schools for the 2011-­‐2012 school year. Of these, 685 were new to the state, 6501 switched districts, and 273 were new hires in the same district2. The personnel directors reported a total of 1,169 new hires in the 19 districts. The discrepancy is due to several factors, including the method of determining new hires. For example, DOE compares who is on the payroll as a teacher on two specific dates in May 2011 and November 2011, while the personnel directors review the status of their contracted teachers across many months. This procedure also means that teachers moving from temporary to regular contracts are not counted as new hires by DOE. Payroll records indicate that 217 teachers were hired by the 22 charter schools. Personnel directors reported 89 new teacher hires in the 14 charter schools. Exiters: Departing Teachers According to DOE payroll records, there were 980 teachers who left teaching in Delaware districts and charters between May 2011 and November 2011. This is 11.4 percent of the teacher workforce in the state, an increase from the 10.9 percent the previous year, and an increase from 7.6 percent two years ago. The absolute number who left teaching this year was more than last year—980 versus 900. The largest number of teachers of any age left at age 24 (47), followed by age 29 (40). In all, 132 teachers who left were age 60 or older (Figure 22). Teachers tend to leave either very early or late in their careers. As in previous years, the most striking characteristic of departing teachers is that a large percentage leaves soon after they start teaching in Delaware. Among the 990 teachers who left, 147 teachers (14.8%) exited teaching with one year or less of Delaware teaching experience (Figure 23a). Another 70 teachers (7.1%) left teaching in Delaware within the first two years of employment. Thus, 21.9 percent of teachers who left their teaching positions in Delaware did so within their first two years of teaching in the state. In addition, 62 teachers left with three years of experience, 47 teachers left with four years of experience, and 45 teachers left with five years of experience (Figure 23b). Women were somewhat more likely to be exiters than men this year. Females comprised 82.4 percent of exiting teachers, somewhat mirroring the 1
There were several anomalies in this year’s migration data that caused the numbers to be higher than expected. This will be examined and we hope to present the data next year. 2
The number of teachers in this category was unexpectedly high. The category includes not only administrators who returned to teaching and para-­‐professionals who became teachers, but in some districts teachers in temporary positions (e.g. interns, substitute positions) last year who received regular contracts for 2010-­‐2011.
40
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
percentage (76.1%) of teachers in Delaware who are women. Thus, fewer teachers are leaving the Delaware teaching force early this year (37.5%) than last year (41%). However, the number of exiters last year was higher than that of two years ago (28.6%). The reasons for this change are unclear. It should be noted that this statistic is also a function of the age distribution of teachers in the state, which changes each year. Whatever the explanation, these statistics still indicate that many teachers in Delaware, like those across the nation, tend to leave the profession very soon after starting. Switchers: Intrastate Migration Data on this group is not presented this year due to several anomalies that would not paint a true picture of the teachers who switched districts for the 2011-­‐12 school year. Hires/Losses of Underrepresented Groups The participation of underrepresented groups in the classroom is an important aspect of Delaware teaching that was also analyzed using the DOE payroll records. Out of the 990 exiters, 82.2 percent were Caucasian, 14.1 percent were African American, and 3.6 percent were of “other” race. Statewide, Delaware’s teachers were 86.8 percent Caucasian, 10.4 percent African American, and 2.8 percent “other.” Thus, African American teachers were more likely to leave teaching positions in Delaware than their teacher counterparts of another race. DOE statistics indicate a net gain of 188 male teachers from fall 2010 to fall 2011. School Administrators DOE data indicate that, collectively, 108 principals and assistant principals were hired in 2011-­‐
2012 by districts (N=97) and charter schools (N=11). The vast majority (67) were hired from within a Delaware district or charter, and 26 were hired from another Delaware district. Moves were evenly distributed. Only 15 school administrators were hired from out of state. DOE data indicate that 74 school administrators were “lost to the profession,” that is, they did not remain on the DOE payroll. (This does not include school administrators who may have changed positions within the system—to teaching, specialist, or central office positions.) The median experience level for those who left was 15 years, and the median age was 44 years old. Three left after five years of experience, and seven left from 31-­‐35 years of age. This raises the question of why a number of Delaware school administrators leave relatively early in their careers. 41
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 22.
Age of Teachers Leaving Delaware Regular School District and Charter School Teaching
Positions
42
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Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Figure 23a.
Number of Teachers Leaving Delaware Regular School District and Charter School Teaching
Positions by Years of Experience
Figure 23b.
Cumulative Percent of Teachers Departing Within the First Few Years of Service
43
Delaware Teacher and Administrator Supply and Demand Survey Analysis
Conclusions June 2012
Progress has been made in reducing late hiring of teachers for fall 2011. The majority of new teachers were still hired in August but June was the month with the next highest number of hires—a change from last year when July was second. The overall percent of teachers hired in June or earlier is 36 percent, higher than last year’s 13.2 percent. There were 338 additional teachers hired on temporary contracts, lower than last year’s 406. Five districts used letters of intent, and those that did sent more early notices than last year. A sign of early hiring for the 2011-­‐12 school year was the substantial increase of early letters of intent from three to 50, as well as an overall increase in letters of intent—from 95 to 141. What has led to the reduction in late teacher hiring in Delaware? The most obvious answer is Senate Bill 164 with House Amendment 1, the extension of SB 16. SB 16 requires that projections of enrollment be made by April 15 and that the State will guarantee that school districts receive funds equivalent to 98% of these projections. This bill was aimed at decreasing late teacher hiring and appears to have had the desired effect. The cause was not earlier teacher notification of vacancies, for notifications were later than last year, and the impact of the economy was minimal. This year the personnel directors reported that late increases in enrollment followed by the concern with the September 30 count were the reasons for reported late hirings. The percent of personnel directors indicating the September 30 count as a reason dropped from 47.9 percent to 21.1 percent. The hope is that SB 164 with HA 1, extending the sunset date of SB 16 from April 2012 to April 2014, will continue to lead to sufficient funding for districts to continue hiring earlier and that more districts will take advantage of this process to hire teachers earlier. The recession has made the hiring of teachers less problematic. District personnel directors reported either the same level of difficulty in hiring or a reduced level in all but two areas of teaching. High school math and science teachers were still hard to find, and a number of districts still had difficulty locating teachers in foreign languages, and special education. When all was said and done, the number of unfilled positions was 14 this year (as compared to last year’s 19), but this tells us little about the quality of those who filled the difficult-­‐to-­‐fill positions. Personnel directors did report applying for 153 Emergency Certificates (versus 230 last year). Hiring for math, autism and science positions was reported as more difficult this year. This year saw a slight increase in teachers accepting a position and later choosing a position in another Delaware school district. Contract-­‐reneging overall decreased from 23 to 13. The extensive use of district websites and the University of Delaware’s Project Search continued to be the most frequently used recruitment tools among the state’s school districts. There were fewer districts indicating Project Search as a source of recruitment. This could be, in part, because they are using their website for online applications, are holding their own job fairs, or other unknown factors. There has not been much of a rebound in out-­‐of-­‐state 44
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
recruitment trips, with the reported number of recruitment trips to neighboring states decreasing slightly and non-­‐neighboring states increasing slightly from last year. This year personnel directors were asked to report the number of teachers who took advantage of retirement early-­‐notification incentives, and about 75 percent of those retiring took advantage of this incentive. This suggests that teachers are taking advantage of these options where available. The districts still report struggling to hire speech therapists, a concern that extends back through all of these annual reports. This year about half of the districts reported that hiring speech therapists was a major difficulty and one-­‐third said it was very difficult. The vast majority of administrators (83.1%) were hired from within the state with virtually all new principals and assistant principals coming from Delaware. Less than 20 percent of new principals and assistant principals came from out of state. This year there was an increase in the percent of districts indicating that they had their own administrator preparation program but a decrease in the percent with succession planning programs. The results indicate that there is activity focused on administrator recruitment and internal preparation. We do not know if this is the result of budget concerns, a lack of candidates or positions to fill, or other factors. Responses to an explicit set of questions about the impact of the economy on various aspects of recruitment and retention indicate that the personnel directors continue to perceive multiple effects of the recession on their work. Responses indicating the effects of the recession decreased from last year to this year. About half, a decrease from last year, report having curtailed out-­‐of-­‐state teacher recruitment efforts but that their teacher-­‐applicant pool is expanding. Less than half reported that experienced teachers are delaying their notification of retirement, and about two-­‐thirds are delaying retirement altogether. Less than half of all districts report no or limited local salary increases, and one-­‐third of the districts have RIF’d teachers this past year. Even though hiring was earlier this year, districts are hiring teachers later in the year because of late increases in enrollment and September 30–count concerns. This year about three-­‐quarters of the personnel directors reported increased responsibilities an increase from last year. Few districts indicated a reduction in their office staff. Even though there have not been reductions in staff, responsibilities have increased since last year. This could be due to a variety of factors, including increased reporting requirements and a decrease in staff the prior year. Fourteen of the 22 charter schools responded to the survey this year. These charter schools reported hiring 89 new teachers for 2011-­‐12. Late hiring of charter school teachers mirrored that of regular school districts this year; however, districts hired earlier (36% vs. 13%). Charters also decreased their use of letters of intent. Although they are far less proactive in teacher recruitment activities, charter schools are much less likely than school districts to report major difficulties in teacher hiring. (Of course, their lack of proactive recruiting may be the result of fewer hiring difficulties.) Charters report that foreign languages are the teaching areas with the greatest difficulty in hiring. This year charters were somewhat less likely than they were last year to report that low salaries for new and in experienced teachers limit their ability to recruit and hire teachers. 45
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Charter school respondents again indicated far less use of technology and recruiting trips outside Delaware than did district personnel directors. It is not clear if this is due to financial or personnel constraints, greater satisfaction with the recruitment pool, or other reasons. Whereas districts focused on their recruitment activities when noting the factors most helpful in attracting teachers this year, charters were most likely to cite their reputation and class size. The most significant role of Delaware institutions in preparing teachers and administrators was evident from the survey results. When asked what institutions best prepared elementary, middle, and secondary school teachers, personnel directors from charters and districts again focused on Delaware higher education institutions. As last year, almost all school administrators were hired from inside Delaware by charters and districts. There are still many teachers leaving Delaware teaching positions in the first five years of teaching (37.5%), this is slightly lower than last year but is still higher than two years ago. The reasons for this change are unclear. Overall, the recession and its aftermath are having less of an impact on teacher hiring in Delaware. There was earlier hiring this year, more letters of intent distributed, and fewer hiring difficulties. It is hoped that Senate Bill 164 with House Amendment 1, along with the (slowly) expending economy, will continue to improve hiring in Delaware’s school districts. 46
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Appendix A: Tables Regular Public School Districts Table 1. Month that Contract was Agreed Upon (Percent of Teachers Reported) May or earlier June July August September October or later 2008-­‐2009 (N=620) 7.3% 12.1% 19.7% 43.9% 8.1% 9.0% 2009-­‐2010 (N=829) 4.2% 8.0% 27.6% 40.5% 8.0% 11.7% 2010-­‐2011 (N=743) 2.8% 10.4% 22.5% 50.3% 11.3% 2.7% 2011-­‐2012 (N=831) 12.9% 23.1% 15.4% 37.9% 6.5% 4.2% Table 2. Reasons for Hiring Teachers in August or Later (Percent of Districts) Uncertainty of September 30 enrollment count Late increase in enrollment Teachers hired after first student day of school Late notification by retiring teachers Late notification by teachers leaving for other reasons Concern about having to use local funds to fully fund additional teachers Jumping Bumping (internal transfer process) Difficulty in filling positions because of lack of qualified applicants Other Major Reason Moderate Reason Not a Reason 21.1% 42.1% 36.8% 26.3% 47.4% 26.3% 0.0% 52.6% 47.4% 5.3% 26.3% 68.4% 10.5% 78.9% 10.5% 15.8% 31.6% 52.6% 5.3% 57.9% 36.8% 5.3% 21.1% 73.7% 15.8% 47.4% 36.8% 0.0% 10.5% 89.5% 47
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 3. Proportion of Teachers Hired on Temporary Contracts for Specified Reasons (Percent of Districts) Uncertainty of September 30 count Teacher not yet Highly Qualified or certified Other teacher credential reasons Temporary needs due to pregnancy, illness, sabbaticals, etc. Hired after first student day Other Does not use temporary contracts All Most 5.3% 10.5% 0.0% Half Few None 5.3% 31.6% 47.4% 0.0% 5.3% 36.8% 57.9% 0.0% 0.0% 0.0% 26.3% 73.7% 5.3% 0.0% 0.0% 47.4% 47.4% 31.6% 15.8% 0.0% 31.6% 21.1% 0.0% 0.0% 5.3% 0.0% 94.7% 5.3% 0.0% 0.0% 5.3% 89.5% Table 4. Level of Difficulty Filling Teaching Positions by Area (Percent of Districts)* Art Bilingual/ESOL English/Language Arts Elementary Foreign Languages Middle School Math High School Math Music Physical Education Reading Middle School Science High School Science Social Studies Special Education Technology Business Education Gifted/Talented Very Difficult 5.3% 21.1% 5.3% 0.0% 47.4% 0.0% 36.8% 5.3% 0.0% 0.0% 0.0% 36.8% 0.0% 21.1% 21.1% 0.0% 5.3% Moderately Difficult 10.5% 21.1% 36.8% 5.3% 31.6% 47.4% 42.1% 36.8% 0.0% 31.6% 47.4% 31.6% 10.5% 42.1% 21.1% 15.8% 15.8% *Percentages may not equal 100% due to non-­‐applicability or non-­‐response. 48
Not Difficult 31.6% 0.0% 52.6% 68.4% 0.0% 21.1% 15.8% 31.6% 63.2% 31.6% 15.8% 15.8% 63.2% 31.6% 15.8% 36.8% 0.0% Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 5. Extent of Problem Related to Teacher Shortages for Fall 2011 Hiring (Percent of Districts) Major Problem Moderate Problem Lack of qualified teacher candidates 42.1% 36.8% in particular areas Lack of number of teacher 42.1% 36.8% candidates in particular areas Moving from your district to 5.3% 57.9% another district in Delaware Moving from your district to a 0.0% 36.8% district outside Delaware Low starting salaries 0.0% 31.6% Low salaries for experienced 0.0% 31.6% teachers Good candidates failing PRAXIS I 0.0% 15.8% Good candidates failing PRAXIS II 0.0% 36.8% Perceived Problems with teaching in Delaware (e.g. with respect to 0.0% 10.5% discipline, class size, accountability) Other Problem 0.0% 5.3% Not a Problem 21.1% 21.1% 36.8% 63.2% 68.4% 68.4% 84.2% 63.2% 89.5% 94.7% Table 6. Reasons for Teachers Leaving District (Percent of Teachers Reported) Took a position in another Delaware school district Took a position in another district outside Delaware Took a position at a charter school Became an administrator Relocated with family Family/personal reasons Illness/death Were RIF'd Were dismissed Were counseled out of teaching or district Retired Other known reasons for leaving Do not know why teacher left Non-­‐renewal, Other 2008-­‐2009 2009-­‐2010 2010-­‐2011 2011-­‐2012 (N=605) (N=375) (N=371) (N=402) 8.4% 17.1% 17.5% 20.6% 5.1% 5.1% 7.8% 6.2% 0.5% n/a 3.1% 2.5% 0.3% 0.7% 1.5% 0.0% n/a 6.1% 5.3% 1.9% 3.5% 4.0% 0.5% 2.7% 4.3% 5.4% 1.6% 2.7% 5.1% 0.2% 3.0% 6.5% 8.0% 0.5% 1.2% 7.2% n/a n/a 3.8% 1.7% 28.1% 8.8% 41.0% n/a 41.3% 7.2% 8.8% n/a 25.6% 2.7% 20.2% n/a 23.9% 10.7% 6.0% 4.2% 49
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 7. Number of Vacancies Learned About by Month (Percent of Teachers Reported)
October (prior school year) November (prior school year) December (prior school year) January (prior school year) February (prior school year) March (prior school year) April (prior school year) May (prior school year) June (prior school year) July (prior school year) August (prior school year) September (prior school year) October or later (current school year) 2008-­‐2009 2009-­‐2010 2010-­‐2011 2011-­‐2012 (N=808) (N=782) (N=513) (N=614) 3.3% 6.9% 4.1% 3.1% 0.2% 1.2% 1.6% 1.1% 0.4% 3.1% 1.6% 1.1% 3.0% 2.2% 5.4% 5.2% 5.1% 2.7% 3.3% 5.7% 1.6% 2.4% 4.9% 3.9% 7.5% 9.9% 7.4% 7.8% 6.3% 12.7% 10.9% 10.6% 9.7% 10.1% 12.7% 16.3% 21.7% 20.6% 15.0% 11.4% 25.4% 14.0% 17.3% 19.5% 6.2% 7.0% 2.7% 6.8% 9.7% 7.0% 13.1% 7.3% Table 8. Level of Difficulty Filling Non-­‐Teaching Positions by Area (Percent of Districts)* Librarian/Media Technology Psychologist Guidance Counselor Nurse Speech Therapist Elementary School Principal Elementary School Assistant Principal Middle School Principal Middle School Assistant Principal High School Principal High School Assistant Principal Central Office Administrator Very Difficult 5.3% 31.6% 0.0% 10.5% 68.4% 0.0% Moderately Difficult 31.6% 15.8% 5.3% 31.6% 10.5% 21.1% Not Difficult 15.8% 10.5% 42.1% 21.1% 0.0% 36.8% 0.0% 10.5% 47.4% 0.0% 15.8% 21.1% 0.0% 15.8% 21.1% 10.5% 21.1% 10.5% 5.3% 31.6% 31.6% 10.5% 36.8% 21.1% *Percentages may not equal 100% due to non-­‐applicability or non-­‐response. 50
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 9. Use of Recruitment Tools (Percent of Districts) Recruitment trips/fairs in neighboring states Recruitment trips/fairs in other states Teach Delaware website Teach for America Program Delaware Teaching Fellows University of Delaware Project Search Print Advertisements Recruiting your district's student teachers Delaware Alternative Routes Office Your district's website for advertising positions Your district's website for online applications "Grow your own" teachers from paraprofessionals and subs Visitation by recruits Great Use 26.3% 0.0% 15.8% 5.3% 10.5% 57.9% 31.6% 15.8% 26.3% Some Use 47.4% 42.1% 26.3% 21.1% 21.1% 26.3% 52.6% 63.2% 57.9% No Use 26.3% 57.9% 57.9% 73.7% 68.4% 15.8% 15.8% 21.1% 15.8% 84.2% 15.8% 0.0% 84.2% 0.0% 15.8% 15.8% 68.4% 15.8% 5.3% 15.8% 78.9% Table 10. Sources of Recently Hired District Administrators (Percent of Administrators Reported) From inside your district From Delaware but outside your district From out-­‐of-­‐state Don't Know or Other Assistant Principals (N=41) 61.0% Principals 2011-­‐2012 Total (N=18) (N=59) 61.1% 61.0% 22.0% 22.2% 22.0% 17.1% 0.0% 16.7% 0.0% 16.9% 0.0% 51
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 11. Reasons for District Administrator Vacancies (Percent of Administrators Reported) Took a position in another Delaware school district Took a position in another district outside of Delaware Took a position at a charter school Returned to classroom Relocated with family Family/personal reasons Illness/death Were dismissed RIF’d Were counseled out of administration, district or charter Retired Other known reasons for leaving Do not know why administrator left 2008–2009 (N=57) 2009–2010 (N=50) 2010-­‐2011 2011-­‐2012 (N=35) (N=34) 10.7% 22.5% 25.7% 26.5% 0.0% 15.0% 2.8% 0.0% 0.0% 0.0% 2.8% n/a 0.0% 0.0% 0.0% 14.3% 3.6% n/a 0.0% 0.0% 2.5% 0.0% 0.0% 2.8% 2.8% 5.7% 0.0% 0.0% 0.0% 2.9% 0.0% 5.9% 5.9% 0.0% 0.0% 8.6% 2.9% 0.0% n/a n/a 50.0% 17.9% 57.5% 2.5% 8.6% 40.0% 29.4% 8.8% 3.6% 0.0% 8.6% 17.6% 52
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 12. Changes in Teacher Recruitment and Hiring Policies and Experiences Due to Economy (Percent of Districts responding “Yes”) 2008-­‐2009 Curtailed out-­‐of-­‐state teacher 84.2% recruitment Curtailed offering contracts at University of Delaware’s Project 26.3% Search RIF’d teachers 36.8% Experienced teachers delaying notification of retirement until later in 73.7% school year Experienced teachers delaying 78.9% retirement Teacher applicant pool expanding 78.9% No or limited local salary increases 68.4% Hiring teachers later in the year because of September 30 count 63.2% concerns Less in-­‐state competition for teachers n/a Less competition for teachers with n/a out-­‐of-­‐state districts Reduction in your staff n/a More responsibilities for your office n/a 2009-­‐2010 2010-­‐2011 2011-­‐2012 47.7% 73.7% 47.4% 31.6% 52.6% 21.1% 42.1% 42.1% 31.6% 63.2% 68.4% 42.1% 73.7% 73.7% 68.4% 52.6% 57.9% 52.6% 52.6% 52.6% 42.1% 52.6% 52.6% 31.6% n/a 31.6% 26.3% n/a 21.1% 26.3% n/a n/a 36.8% 52.6% 5.3% 73.7% Charter Schools Table 13. Month that Contract was Agreed Upon (Percent of Teachers Reported) May or earlier June July August September October or later 2009–2010 (N=94) 13.8% 19.1% 35.1% 19.1% 3.2% 9.6% 2010-­‐2011 (N=135) 14.1% 14.8% 4.4% 59.3% 5.9% 1.5% 53
2011-­‐2012 (N=83) 6.0% 12.0% 36.1% 39.8% 1.2% 4.8% Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 14. Level of Difficulty Filling Teaching Positions by Area (Percent of Charter Schools)* Art Bilingual/ESOL English/Language Arts Elementary Foreign Languages Middle School Math High School Math Music Physical Education Reading Middle School Science High School Science Social Studies Special Education Technology Business Education Gifted/Talented Very Difficult 0.0% 0.0% 7.1% 7.1% 7.1% 7.1% 7.1% 0.0% 0.0% 0.0% 0.0% 7.1% 0.0% 7.1% 0.0% 0.0% 0.0% Moderately Difficult 7.1% 0.0% 7.1% 14.3% 21.4% 0.0% 7.1% 7.1% 14.3% 21.4% 7.1% 7.1% 21.4% 14.3% 7.1% 0.0% 0.0% *Percentages may not equal 100% due to non-­‐applicability or non-­‐response. 54
Not Difficult 21.4% 0.0% 35.7% 35.7% 7.1% 14.3% 14.3% 21.4% 28.6% 7.1% 0.0% 14.3% 21.4% 21.4% 0.0% 21.4% 7.1% Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 15. Extent of Problem Related to Teacher Shortages for Fall 2011 Hiring (Percent of Charter Schools) Lack of qualified teacher candidates in particular areas Lack of number of teacher candidates in particular areas Moving from your district to another district in Delaware Moving from your district to a district outside Delaware Low starting salaries Low salaries for experienced teachers Good candidates failing PRAXIS I Good candidates failing PRAXIS II Perceived Problems with teaching in Delaware (e.g. with respect to discipline, class size, accountability) Other Problem Major Problem Moderate Problem Not a Problem 14.3% 28.6% 57.1% 14.3% 21.4% 64.3% 7.1% 7.1% 85.7% 0.0% 7.1% 92.9% 14.3% 28.6% 57.1% 14.3% 35.7% 50.0% 0.0% 7.1% 21.4% 14.3% 78.6% 78.6% 0.0% 7.1% 92.9% 0.0% 0.0% 100.0% Table 16. Reasons for Teachers Leaving Your Charter (Percent of Teachers Reported) Took a position in another Delaware school district Took a position in another district outside Delaware Took a position at a Charter School Became an administrator Relocated with family Family/Personal Reasons Illness/Death Were RIF'd Were dismissed Were counseled out of teaching or district Retired Other known reasons for leaving Do not know why teacher left Non-­‐renewal, Other 55
2010-­‐2011 (N=72) 20.8% 8.3% 0.0% 1.4% 9.7% 6.9% 0.0% 0.0% 37.5% 5.6% 1.4% 4.2% 4.2% n/a 2011-­‐2012 (N=56) 21.4% 3.6% 3.6% 3.6% 14.3% 5.4% 1.8% 16.1% 19.6% 1.8% 1.8% 1.8% 1.8% 3.6% Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 17. Number of Vacancies Learned About by Month (Percent of Teachers Reported) October or earlier (prior school year) November (prior school year) December (prior school year) January (prior school year) February (prior school year) March (prior school year) April (prior school year) May (prior school year) June (prior school year) July (prior school year) August (prior school year) September (current school year) October or later (current school year) 2010-­‐2011 (N=82) 6.1% 0.0% 0.0% 3.7% 0.0% 1.2% 4.9% 13.4% 50.0% 9.8% 4.9% 4.9% 1.2% 2011-­‐2012 (N=58) 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 22.4% 19.0% 36.2% 1.7% 12.1% 0.0% 8.6% Table 18. Level of Difficulty Filling Non-­‐Teaching Positions by Area (Percent of Charters)* Librarian/Media Technology Psychologist Guidance Counselor Nurse Speech Therapist Elementary School Principal Elementary School Assistant Principal Middle School Principal Middle School Assistant Principal Secondary School Principal Secondary School Assistant Principal Central Office Administrator Very Difficult 0.0% 7.1% 21.4% 14.3% 7.1% 7.1% Moderately Difficult 0.0% 0.0% 0.0% 0.0% 7.1% 0.0% Not Difficult 0.0% 0.0% 14.3% 7.1% 7.1% 0.0% 0.0% 0.0% 7.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 7.1% 7.1% 14.3% 0.0% 0.0% 14.3% 0.0% 0.0% 0.0% *Percentages may not equal 100% due to non-­‐applicability or non-­‐response. 56
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 19. Percent of Districts Indicating Use of Recruitment Tools (Percent of Charters)* Recruitment trips/fairs in neighboring states Recruitment trips/fairs in other states Teach Delaware website Teach for America Program Delaware Teaching Fellows University of Delaware Project Search Print Advertisements Recruiting your district's student teachers Delaware Alternative Routes Office Your district's website for advertising positions Your district's website for online applications "Grow your own" teachers from paraprofessionals and subs Visitation by recruits Great Use 7.1% 0.0% 35.7% 21.4% 14.3% 21.4% 28.6% 0.0% 14.3% Some Use 0.0% 7.1% 21.4% 7.1% 0.0% 7.1% 28.6% 7.1% 21.4% No Use 92.9% 92.9% 42.9% 71.4% 85.7% 71.4% 42.9% 92.9% 64.3% 35.7% 28.6% 35.7% 35.7% 14.3% 50.0% 21.4% 21.4% 57.1% 7.1% 7.1% 85.7% *Percentages may not equal 100% due to non-­‐applicability or non-­‐response. Table 20. Sources of Recently Hired Charter School Administrators (Percent of Administrators Reported) From inside your district From Delaware but outside your district From out-­‐of-­‐state Don't Know or Other Assistant Principals Principals 2011-­‐2012 Total (N=4) (N=4) (N=8) 50.0% 50.0% 50.0% 25.0% 25.0% 25.0% 0.0% 25.0% 25.0% 0.0% 12.5% 12.5% 57
Delaware Teacher and Administrator Supply and Demand Survey Analysis
June 2012
Table 21. Reasons for Charter Administrator Vacancies (Percent of Administrators Reported) Took a position in another Delaware school district Took a position in another district outside of Delaware Took a position at a charter school Returned to classroom Relocated with family Family/personal reasons Illness/Death Were dismissed RIF’d Were Counseled out of administration, district or charter Retired Other known reasons for leaving Do not know why administrator left 2009–2010 2010-­‐2011 2011-­‐2012 (N=7) (N=3) (N=8) 0.0% 0.0% 0.0% 0.0% 0.0% 25.0% 0.0% n/a 0.0% 0.0% 42.9% 14.3% 0.0% 0.0% 0.0% 0.0% 0.0% 33.3% 0.0% 33.3% 0.0% 0.0% 12.5% 12.5% 12.5% 12.5% 12.5% n/a n/a 0.0% 28.6% 14.3% 0.0% 33.3% 0.0% 0.0% 0.0% 12.5% 0.0% Table 22. Changes in Teacher Recruitment and Hiring Policies and Experiences Due to Economy (Percent of Charter Schools responding “Yes”) 2009-­‐2010 Curtailed out-­‐of-­‐state teacher recruitment Curtailed offering contracts at the University of Delaware’s Project Search RIF’d Teachers Experienced teachers delaying notification of retirement until later in school year Experienced teachers delaying retirement Teacher applicant pool expanding No or limited local salary increases Hiring teachers later in the year because of September 30 count concerns Less in-­‐state competition for teachers Less competition for teachers with out-­‐of-­‐
state districts Reduction in your staff More responsibilities for your office 58
2010-­‐2011 2011-­‐2012 5.6% 11.8% 28.6% 16.7% 11.8% 14.3% 0.0% 5.9% 28.6% 0.0% 0.0% 0.0% 5.6% 22.2% 66.7% 0.0% 47.1% 64.7% 14.3% 42.9% 42.9% 16.7% 17.6% 7.1% n/a 5.9% 14.3% n/a 11.8% 0.0% n/a n/a 23.5% 41.2% 14.3% 28.6% figurespages12_figures/pages 7/5/12 10:58 AM Page 23
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Institute for Public Administration
School of Public Policy & Administration
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