Highlights Juven venile le Jus usti tice W e Week eek 2nd - - PowerPoint PPT Presentation

Highlights

Juven venile le Jus usti tice W e Week eek

 2nd Annual- October 21-25, 2019  In connection with the Campaign for Youth Justice’s national annual Youth Justice

Action Month which, each October, raises awareness of juvenile justice-related issues

 Raise awareness of NOLA Public Schools initiatives that support juvenile justice-

involved youth, such as the Travis Hill Schools and the Youth Opportunity Center

 Highlight important local and national statistics regarding the juvenile justice

system, including local improvements such as the Policing Alternatives for Youth (PAY) Ordinance, which NOLA Public Schools supports through case management

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Highlights

 NOLA Public Schools will soon begin convening working groups of English

Learner school leads and other educators to share best practices for supporting English Learners, commonly referred to as ELs.

 EL working groups will focus on four impact areas: academics, communication,

social/emotional/cultural supports, and legal access.

 Our ultimate goal is to produce EL planning and support documents in each of

these four impact areas that assist both emerging and more advanced EL programs in their support of EL students and families.

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Why change timelines

• Responsive to families who would like to know earlier where their

student will attend for the next school year

• Allows schools to know earlier who their students are:



begin facilitating records transfers,



finalizing rosters earlier in the summer



begin student transitions while students are still attending their previous school Round 1 – K-12* Launch Friday after November Board Meeting

• Deadline January 31
• Results late March

Round 2 – K-12

• Opens 1 week after Round 1 results are released
• Closes May 1st
• Results first week of June

Mor

• re Infor
• rmation
• n on
• n Early C

y Childh dhood

• od Timelines w

will be be a annou

• unced

d soon

• on

Enrollment Window Update

Building a Strategy to Support Teacher and School Leader Recruitment and Retention

Overview

 Who are our Educators  What we know now about our talent challenges  Overview of Current Strategies

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Overview of Teacher Workforce

Black/African American White Other F

1422 1051 155

M

473 368 45

40% 13% 30% 10% 4% 1%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

F M

Black/African American White Other

Key F y Facts: :

• The

here re a are re ro roughl hly3, y3,500 teache hers rs in NOLA Publi blic School

• ols
• 53%

3% of our teachers are African American

• 13%

3% of our teachers are African American males

• 25

25% % of our teachers are male.

Source: 2017-18 End of Year PEP data; Includes teacher of records, co-teachers, enrichment teachers etc.

2017-2-18 Teacher Workforce by Race/Ethnicity & Gender

Teachers by Experience

22% 17% 61% 0% 20% 40% 60% 80% 100% 5+ Years 3-4 Years 0-2 Years

Years of Experience # of teachers 0-2 Years 778 3-4 Years 602 5+ Years 2134

Key F y Facts: :

• 61

61% of our teachers have 5 or more years of experience

• 17%

% of our teachers have 3-4 years of experience

• 22%

22% of our teachers have 2 years

• r less experience.

Source: 2017-18 End of Year PEP data

Overview of Building-Level Administrators

7% 41% 53% 0% 20% 40% 60% 80% 100% Black/African American White Other

Race/Ethnicity # Other 8 White 48 Black/African American 62

Key F y Facts: :

• Over 100

100 bu buildi ding-level ad administr trato ators

• 53%

3% are African American (consistent with the percentage of teachers)

• 41

41% are White (also closely aligned with the percentage of teachers)

Source: 2017-18 End of Year PEP data; numbers reflect staff in roles such as principal or others with building-level administrators

Administrator by Race/Ethnicity

Like cities across the country, attracting and retaining high-quality talent is a challenge our system is facing.

 Nation wide, school systems are experiencing teacher shortages

 Recent studies show a 35% drop in enrollment in teacher prep programs nationwide

 Locally, we are experiencing significant teacher attrition:  29% of teachers did not return to teach between the 16-17 and 17-18 SY This resulted in roughly 900 teacher openings Of those who left, the majority are not working in Louisiana public education and roughly

100 went to teach in Jefferson Parish

 At the school leader level, we know that between the 17-18 and 18-19, there was a 40% rate in

turnover in building-level school leadership

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Source: NSNO; *Schools serving similar population as New Orleans schools in Houston Independent School District

In our role as portfolio manager, we can provide a series of direct and indirect supports that impact school support and school performance.

 Direct Support such as:



Emerging Systemwide Needs Program



Connecting schools to resources and partnerships



Targeted assistance and collaboration



School-Level engagement and assessment of needs

 Indirect Support through Strategic Partnerships in Essential Areas such as:



Louisiana Department of Education – School Redesign, Teacher Talent Toolkit



New Schools for New Orleans- Instructional Quality Initiative, Reseacrh, direct recruitment and retention strategies for teachers and leaders.



Other non-profit or city agencies- To provide targeted support to schools in a variety of ways (I.E. YouthForce NOLA, NOEEN, New Pathways for New Orleans, Etc.) 11

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Research on Talent Needs Increasing Staff Capacity

Last year, specific efforts were launched in partnership with New Schools for New Orleans to begin to understand our teacher talent challenges and employ new strategies.

• One-Stop shop for educators near and far to learn about the schools

in our city and apply for jobs

• Over 115 hired with average of 5 years of experience

Local University Engagement Teach New Orleans Website

• NOLA Public Schools identified staff resources for 19-20 to internally

coordinate and connect with universities and schools on talent needs

• NSNO planned for on-site recruitment at UNO in the 19-20 school year
• NOLA Public Schools and NSNO began direct engagements with local

universities to increase matriculation of students into NOLA Public Schools

• Currently 120+ doing field experience in NOLA Public Schools
• NOLA Public Schools supported Greater New Orleans of Foundation

partnership study that is forthcoming

• NSNO conducted varied research reviewing data trends, teacher surveys and

compensation structures 18 18-19 Activit ities

What have we learned about teacher attrition in our city?

Based upon research conducted by New Schools for New Orleans*:

• We a

are not j not just t loos

• osing

ng low

• w pe

perfor

• rmi

ming ng te teachers

• The majority of the teachers who left between 16-17 and 17-18 school year were rated “Highly Effective” or

“Effective/Proficient” according to state evaluation data.

• There i

is not not a di dispr propor

• porti

tiona

• nate

te l los

• ss of
• f a

a s spe pecific ty type pe of

• f te

teacher

• Rates or attrition generally match the racial breakdown, gender, and years of experience of our population. For example,

75% of the teaching population is female, and 75% of those who left were female.

• Teachers a

are not not just t leaving ng l low

• w-pe

perfor

• rmi

ming ng s school

• ols
• While low-performing schools have higher rates of attritions, all open-enrollment schools, regardless of performance

level , are experiencing high rates of attrition of at least 30%.

• Ther

ere a e are s e sev ever eral l low-cos

• st

t yet t pr prov

• ven s

n str trate tegies s school

• ols can de

n depl ploy

• y to h

to help p reta tain ta n talent, nt, ba based u d up p te teacher f feedba dback

• While teachers would like increases in total compensation, increasing teacher recognition, voice in decision-making, and

better maximizing their time an capacity are areas our local schools can improve to help retain teachers. 13

Source: “Teacher Retention: Research, Strategies, and Resources for New Orleans,” New School for New Orleans

Our strategies to improve recruitment and retention of teachers must be multi-pronged and responsive to local and national factors.

Key Local and National Factors, such as: Diversified set of Employers:

 38 Charter Management organizations with diverse cultures, leaders, recruitment messages, and hiring practices

Regional Differences:

 Must remain competitive , especially given recent pay raise in Jefferson Parish of roughly $3,000 more per teacher

State and Local Policy Landscape:

 We need to be mindful and advocate for city and state level policies that can encourage teachers to live and work in New

Orleans Federal Grant Priorities:

 Federal dollars often subsidize district spending on key priorities like teacher recruitment and retention. For example, a

large federal grant has support novice pipelines locally, is not guaranteed past next school year. 14

Current Goals for Talent (SY 19-20)

 Teacher Recruitment and Retention

 Ensure policy conditions support robust and diversified set of teacher pipelines  Reduce teacher attrition by 5% over the next 3 years

 School Leader Recruitment and Retention

 Gather data to understand nature of leader attrition and set goals for following school years  Support and coordinate efforts to build school leader capacity and development opportunities

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Teacher Recruitment Strategies (SY 19-20)

16 Str trate tegy Curre rrent Activit ivitie ies Est stablishi shing and ma nd mana naging ng pa partne tnerships ps

• Establish district-based point of contact for local universities to improve recruitment and teacher residency

placements

• Conducting school visits to assess what teacher talent supports would be helpful to schools
• Coordinating talent efforts between state and local partners on talent development
• Per the GNOF study, building connections with local non-profit community partners on pipeline

development Inc ncreasing ng ac access t to lo local al and na nd nati tiona

• nal

ta talent nt

• Recruiting 100+ experienced teachers through the Teach New Orleans website
• Building teacher recruitment and residency pipelines in partnership with universities and non-profits
• Hosting regional job fairs in partnership with local organizations

Str treng ngth theni ning ng th the pi pipe peline ne

• Ensure stable recruitment of 250+ new teachers through the federal SEED grant. This grant includes Xavier

University, Teach For America, Loyola University, Relay, and teachNOLA

• Consider if Systemwide Needs Program should be leveraged to support long-term diverse pipeline strategy

Teacher Retention Strategies (SY 19-20)

17 Strategy Current Activities Provid vidin ing h hir irin ing tool tools a and nd re resource ces

• Partnering with NSNO to create a playbook on best talent practices, and directly creating opportunities

for single-site school leaders to gain training and support on the tools Str treng ngth theni ning ng bu buildi ding ng-le level l leadershi ship

• Through school leader meetings, sharing Retention Blueprint (2019) that details why teachers are leaving

and key strategies and supports that school leaders can leverage

• NSNO convening CMO leaders regularly and providing 1:1 consulting support for subset of single-site

schools on implementing strategic talent systems through EdFuel

• Increase # of schools utilizing TNTP Insight survey that gives school leaders valuable teacher feedback

Expl plor

• ring

ng br broa

• ade

der pol policy lands ndscape pe

• Elevating needs for additional financial incentives and breaks citywide for educators
• Researching local policy landscape to see what other factors and conditions would support overall

increases in teacher compensation