Districts spend over $25 billion annually on teacher absences, and consistent absences negatively impact student achievement, past studies have shown. A recent study examined teacher and classified staff absence data during that month from4,450 public districts.
For many districts, early retirement incentives are considered a good business practice—a way to cut top-heavy payrolls and replace teachers whose heart may no longer be in the classroom. But without good planning, these incentives can have unintended financial and academic costs.
Teachers are coming out of classrooms to build trust with parents. Teachers visit K8 students in the fall to learn more about families. A second home visit in the spring is about building academic skills and sharing information.
Is there a motivation problem with teachers in your district? If so, you’re not alone. It’s a common problem, particularly once the school year is under way and there are multiple demands on teacher time.
Despite anecdotal evidence that schools across the country face hiring challenges, statistical proof of a shortage is hard to come by. Federal data for 2011-12, the most recent available, shows a decline of less than 1 percent since 2007-08 in the number of public school teachers, and only a tiny increase in the student-teacher ratio.
Superintendents are turning to an array of new and creative strategies, such as starting the hiring process earlier, looking farther afield for recruits, offering perks and signing bonuses to new hires, and ramping up efforts to help candidates earn teaching credentials.
The vast majority of states require student growth and achievement to be factored into teacher and principal evaluations.
But most states and districts are now grappling with the practical realities of implementing those policies, according to the October report “State of the States 2015: Evaluating Teaching, Leading and Learning” from the National Council on Teacher Quality.