Webcast  Recruitment, Training, and Retention of Teachers
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Webcast Recruitment, Training, and Retention of Teachers

January 5, 2020


September 4, 2019
Recruitment, Retention, and Training of CTE Professionals Good morning. I’m Chris Lenske, and I’m the grant specialist
with the Wisconsin Department of Public Instruction CTE team. Welcome back to school everyone. I trust you are energized and ready to hit
the ground running. Before we get started with today’s presentation,
please mute your speakers at this time. Thank you for joining us for this installment
of the “Strengthening CTE: Putting the Pieces Together” series. The Strengthening CTE for the 21st Century
Act (or Perkins V) requires districts and consortia that seek Perkins funding to complete
a comprehensive local needs assessment (which we refer to as the CLNA), the results of which
must be included in the Perkins grant application and will drive your program decisions. The webcast series addresses various requirements
of the CLNA and provides technical assistance to get you going in the right direction. Webcasts in the series are recorded and posted
to the DPI Perkins V website. There are six focus areas of the needs assessment. Because each of the six areas is key to the
needs assessment, the Wisconsin Guide to Conducting a Comprehensive Local Needs Assessment (referred
to as the CLNA Guide), found on the Perkins V website, dedicates one section to each. You will need to engage stakeholders in setting
a future vision to address the results of your CLNA, including deciding which programs
and activities to prioritize in your Perkins V grant application. We covered size, scope, and quality, as well
as program evaluation during our last webcast. Today we will focus on assessing the quality
of your practices related to faculty and staff recruitment, retention, and professional development. Today’s presenter is Sara Baird, the CTE Team
Assistant Director here at DPI. Over to you, Sara. Thanks, Chris… Again, good morning, everyone. As Chris mentioned, our focus is on recruitment,
retention, and professional development of staff. The legal requirement applies to all faculty
and staff where eligible recipients must describe progress being made to improve recruitment,
retention, and training. The overall intent is to:
-Assess and develop plans to improve your faculty and staff
-Evaluate state and local district policies and
-Focus on professional development experiences that are sustainable, relevant, and quality The first step is to ground your evaluation
in both state and local district hiring policies. Wisconsin offers multiple pathways to meet
the requirements to become a licensed teacher, a pupil services professional, or an administrator. For example, there are pathways for recent
high school graduates, working adults seeking a career change, out-of-state applicants relocating
to Wisconsin, or Wisconsin educators seeking additional licensure. These various pathways lead to different tiers
of licensure as the individual follows their educational career path. This infographic shows the licensing tiers
that provide clear information to assist potential educators in determining a pathway that will
serve their needs. For hiring managers, when looking at local
hiring practices, it’s important to note that there are a variety of licensure options,
as depicted in this graphic. Another state framework is the Wisconsin Quality
Educator Initiative (or PI 34) that was built on the premise that Wisconsin would have a
seamless system of educator development that begins with pre-service preparation and continues
throughout an educator’s career. This process will ensure a quality workforce
to meet the human capital needs of our Wisconsin school districts. To mitigate the forecasted national shortage
of educators, Wisconsin has planned strategically for our future through the Wisconsin Talent
Development Framework Project as this graphic illustrates. In short, the first goal is to attract diverse
individuals to the teaching profession; the second goal, to prepare them to become quality
educators of children; and third, to continue to develop and support them in an effort to
retain quality educators. These are a couple of state resources you
can reference for recruitment, retention, and professional development. So now that you’ve explored strategies to
hire qualified candidates, it’s time to assess your district personnel, to evaluate what
they bring to the table, their preparation and credentialing, and the ways they demonstrate
their commitment to the profession through pursuit of advanced certification or extensive
professional development. In short, take a comprehensive view of what
you know about educators, administrators, staff, and academic and career counselors. Ask yourself, Who receives professional development? For what do they receive professional development? When is professional development offered? What ongoing opportunities are available? And to take this a step further, compare your
current staff capacity to your future plans for CTE programming. For instance, if you intend to develop new
pathways or expand career development services in the next four years, look at your current
staff and project where you need to increase skills or hire new people. Look for gaps in expertise within and across
programs. Reassess how you recruit educators and staff,
and prepare them for their responsibilities, particularly new educators coming from an
industry background. It is also vital that you evaluate the ways
in which you are supporting faculty and staff through wages, benefits, professional development,
and recruitment and retention activities. You could develop surveys or conduct focus
groups to seek feedback on faculty and staff needs and preferences. Finally, consider your methods for recruiting
and retaining educators and staff from populations traditionally underrepresented in the profession. Compare the demographics of your teachers
and staff to the makeup of your student body. Consider to what extent students are learning
from educators who reflect the demographics of students themselves and their communities. To make this more robust, conduct a root-cause
and strategies analysis similar to that outlined in the Student Performance and Progress Toward
Improving Access and Equity sections of the Wisconsin Guide for Conducting the Comprehensive
Local Needs Assessment (or the CLNA), and consult colleagues who worked on teacher shortage
and diversity issues for the Elementary and Secondary Education Act (or ESEA). In addition to what we talked about earlier
in this presentation, there are some additional items you might want to review:
The Wisconsin DPI educator certification and licensing and the Quality Educator Initiative
Framework focus on local recruitment and retention processes, which include:
• Attracting Talent–where you’ll find resources such as the rural schools collaborative, steps
toward licensure, financial assistance, and job opportunities;
• Preparing Teachers–where you’ll find approved educator preparation pathways to
licensure, educator shortage data, educator preparation program input, pipeline data,
and supply data; and finally • Recruiting & Retaining Staff–where you’ll
find school district input on staffing solutions in particular subjects, talent development
project regional meetings, educator staffing data, educator shortage data, WISEstaff information,
turnover and attrition briefs by school year, and job opportunities. All of those can be found on the Wisconsin
DPI teacher education professional development and licensing webpages. • In regards to local professional development,
mentoring, and externship opportunities, think about how Educator Effectiveness is implemented
within your district in order to meet the goal of supporting guided, individualized,
self-determined professional growth and development of educators. Is educator effectiveness being implemented
with fidelity? • And finally, look at findings from teacher
evaluations. Are there trends you see? Are teachers struggling in an area? What are their preferences for professional
development and their own learning? Are staff supported and valued in a way that
they persist and thrive in your district? And finally, questions to consider. The CLNA Guide offers a variety of questions
that can allow you to set goals for recruitment, retention, and training. These are just a few for you to consider and
that you’ve heard me mention throughout this webcast. • Does current staff reflect the demographic
makeup of your student body? That’s a huge question. • Are current recruitment processes effective? • Are substantive professional development
opportunities offered, in particular for career and technical education teachers and staff? • What do educators report as needs and
preferences? •And in what subjects do we need to develop
or recruit more educators? Remember that in this portion of the CLNA,
your needs and gaps must be identified and your objectives laid out to meet your intended
goals. Perkins funds can be used on professional
development based on federal definitions–areas such as diversity, special populations, creating
career pathways, and nontraditional occupations to name a few. This topic will be discussed in more depth
in another session. Thanks so much. Now, back to you, Chris. Thank you, Sara. That concludes the presentation. Before we take questions, I want to make our
audience aware that we will be holding two all-day technical assistance seminars on the
CLNA in September: one in Madison on the 19th and the other in Wausau on the 26th. Watch for details on the Perkins V webpage. Now let’s open it up for questions. Please submit any questions you may have by
using the chat feature. Thank you so much for joining today’s webinar. Should you have any further questions regarding
recruitment, retention, and professional development, you can reach Sara using the contact information
on this screen. Our next webinar will be on Wednesday, September
25th, from 8:15-8:45 and will focus on progress toward improving access and equity in your
programs. Have a great day everyone!

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