PERSONNEL MANAGEMENT
This chapter reviews the personnel management of the Rockwall Independent School District (RISD) in the following sections:
- A. Organization and Management
- B. Staffing Formulas and Salary Administration
- C. Recruitment, Hiring Activities and Retention
- D. Staff Development
- E. Grievances and Appraisals
C. RECRUITMENT, HIRING ACTIVITIES AND RETENTION
TEA's February 1999 publication, Texas Teacher Recruitment and Retention Study, states, "Texas is experiencing a teacher shortage that is a serious and growing problem." Contributing to this shortage are rising student enrollments, decreasing enrollment in teaching programs at institutions of higher education and alternative certification programs and a lack of state and local resources to maintain competitive salaries.
Strong teacher recruitment and retention programs are vital for growing school districts to maintain high academic standards.
FINDING
The RISD Job Fair, first held in April 2002, provided an opportunity for 96 RISD administrators and educators to meet 500 prospective professional staff candidates for classroom teachers, counselors, art, music and PE teachers, librarians, special education teachers and speech therapists. A team of two to three members from each campus, including the principal and teachers participated. Each campus staffed one booth. Following an RISD staff orientation, the candidates arrived to browse and schedule interviews during a three-hour period. Teams conducted 20 to 30-minute interviews.
High school honor society students served as hosts and earned community service hours by greeting attendees at the front door. The students provided packets to the attendees and directed them into the cafeteria to complete registration and application forms.
Packet information included data about the district, a 2002-03 calendar, benefits and insurance information, current pay scale, map of schools with locations of schools and departments with available positions, as well as information and maps from the Rockwall Chamber of Commerce. Each school provided specific information and decorated its booth. The district provided tables with cloth covers, signs with each campus name, signup sheets, writing pens and tickets to give to applicants with scheduled interview times.
Prospective teachers spent the first part of the day browsing the elementary and secondary booths. Uncertified applicants discussed deficiency plans with the Texas A&M University - Commerce's (TAMU-C) Post Baccalaureate (Emergency Permit) Teacher Certification Program (TCP)/Region 10 station. This time period provided staff with an opportunity to generally screen and recruit potential applicants. After the initial browsing period, interested applicants participated in job interviews.
The district advertised the event on the district's Web site, in the Rockwall Express, Rockwall County News and the Dallas Morning News' Rockwall Section, on school marquees, flyers in student folders, at colleges and universities, with Region 10, on SBEC and Rockwall Web sites and on the RISD Community TV Station.
Human Resources and Operations reminded staff participants that the job fair's focus was to recruit for the district in general and not for individual campuses. RISD did not offer successful candidates a contract to sign at the job fair, but verbally assured those candidates that they would hear quickly about the possibility of employment. RISD ultimately hired 65 teachers from this pool of candidates.
RISD plans to hold a job fair on April 12, 2003 at Rockwall High School. More than 100 RISD employees will be involved in the process to recruit all jobs (professional, paraprofessional, Transportation, Child Nutrition and Maintenance) available in the district. RISD anticipates between 700-1000 applicants.
COMMENDATION
RISD conducted its job fair, that was well-organized, professional, informative and resulted in the hiring of 65 teachers.
FINDING
RISD does not document reasons for new hire recommendations with interview notes, interview evaluations, criteria for selection based on essential functions of the job from the job description and reference checks. The hiring manager retains selection files, if any. Lack of a standardized process leaves the district open to violations of legal requirements associated with candidate interviews and hiring offers.
Human Resources and Operations administer RISD's hiring process and recruitment efforts. The HR office, according to the assistant superintendent of Human Resources and Operations, addresses questions regarding hiring personnel in the district.
RISD posts positions for one week, sends a hard copy to all schools, posts the positions on its Web site, with TASBO, on its cable TV channel and sometimes in the newspaper. Human Resources staff screen the pool of applicants for the minimum skills required for the position. At a minimum, the principal conducts an interview. The principal makes a recommendation for hire to the assistant superintendent of Human Resources and Operations, who initiates a criminal background check. There is no standard criterion used for this decision. HR reviews certification credentials to determine the accuracy of the offer. The assistant superintendent of Human Resources and Operations and the assistant superintendent of Curriculum and Instruction and the superintendent sign offer letters.
Recommendation 22:
Standardize the hiring process.
Dripping Springs ISD (DSISD) has standardized, documented and maintained a systematic districtwide hiring process. HR monitors and maintains the process and serves as an advisor on the legal requirements related to the hiring process, such as appropriate questioning of applicants. The hiring process is a very inclusive one, which involves a committee of stakeholders to interact with the applicant. While the process is designed to meet all legal requirements, it innovatively uses different methods to determine not only whether an applicant meets the legal qualifications, but also whether the applicant has the creative and personal skills necessary for the job.
IMPLEMENTATION STRATEGIES AND TIMELINE
1. The assistant superintendent for Human Resources and Operations develops a standard process that includes a step-by-step process for all employment related activities. June 2003 2. The assistant superintendent for Human Resources and Operations presents the process to the superintendent for final review and approval.
July 2003 3. The assistant superintendent for Human Resources and Operations implements suggested changes and obtains board approval. July 2003 4. Following board approval, the assistant superintendent for Human Resources and Operations has copies of the process distributed to staff involved in hiring. August 2003 FISCAL IMPACT
This recommendation can be implemented with existing resources.
FINDING
RISD does not analyze teacher recruiting events to determine whether the cost achieves results. As a result, rather than targeting events that have proven effective in hiring new teachers, the district may be attending events at which RISD has limited success.
During the past two years, RISD participated in recruiting events at Baylor, Texas A&M - College Station, University of Texas at Austin, North Texas and Texas Women's University, Steven F. Austin State University, Tarleton State University, Angelo State Abilene, Texas A&M - Commerce, Texas Tech, RISD Job Fair and DFW Job Fair-Ball Park. Recruiting trips to colleges and universities require expense and time (including overnight stays and travel). RISD spent $5,450 during the 2001-2002 recruiting year. This total included recruiting materials, travel expenses, registration and the RISD Job Fair. With the exception of the RISD Job Fair, the district did not retain documentation on travel and registration costs or on the hiring successes.
Spring ISD conducts a thorough evaluation of its recruiting efforts each summer. The district tracks the cost of each recruiting effort in terms of both time and money. At each location, the district notes the number of interviews. Once the district recruits all new teachers, it analyzes the number of new hires from each location/school for both the current year and the last three years. The director of Staff Placement then makes changes to the fall and spring recruiting schedule to reflect the success of the efforts.
Recommendation 23:
Track the cost and success of recruiting events and use the data to modify recruiting strategies.
The district should collect the names of interviewees, offers extended, offers accepted, sources of applications received, the sources of all applications compared with the quality of applicants and all costs associated with each event and candidate. Based on the analysis, the department should adjust recruitment efforts as necessary.
IMPLEMENTATION STRATEGIES AND TIMELINE
1. The assistant superintendent for Human Resources and Operations collects data, on a simple spreadsheet, for all recruiting events held during spring 2003. June 2003 2. The assistant superintendent for Human Resources and Operations analyzes the data following all recruiting events to determine which events were successful in hiring teachers. July 2003 3. The assistant superintendent for Human Resources and Operations creates a list of targeted schools and events for the following recruiting season. August 2003
and OngoingFISCAL IMPACT
This recommendation can be implemented with existing resources.
FINDING
RISD does not have a standard, unbiased, timely and cost-effective interview system for potential teacher applicants. With growing competition for qualified candidates, an effective process for completing the employment application and communicating results is vital to fill jobs with expedience. Selecting the wrong candidate can prove costly in hiring and replacing individuals.
By using a Web-based talent assessment system, RISD can reduce the time, effort and costs associated with the new teacher interview process.
In 2002 Cedar Hill ISD (CISD) implemented a new Web-based talent assessment system that requires 30 to 45 minutes to complete. The online interview uses a 1-5 Likert scale, with "strongly disagree" to "strongly agree" response options, multiple-choice items that reveal candidates' attitudes, beliefs and behaviors and open-ended questions that candidates answer in their own words.
The system's report tracks the candidate's responses and includes a percentile ranking that provides the best prediction of the candidate's potential for teaching success based on the candidate's talent. The system reports percentile rankings to districts through its Web-based reporting site, or transmits scores to the district electronically. Once a candidate has completed the interview, access to the percentile ranking is almost immediately available to the district. The district can integrate percentile rankings into existing applicant tracking systems. The tracking systems record all persons in the applicant pool through every stage of the hiring process.
CHISD principals like the system and the immediate feedback it provides.
Recommendation 24:
Implement a Web-based talent assessment system to reduce hiring time and efforts.
Rapid response to candidates shows the district's interest and enables the district to request immediate acceptance of offers.
IMPLEMENTATION STRATEGIES AND TIMELINE
1. The superintendent requests that the assistant superintendent for Human Resources and Operations research improved methods of conducting interviews of applicants. September 2003 2. The assistant superintendent for Human Resources and Operations reports to the superintendent and recommends a program that is a Web-based interview capable of predicting a candidate's potential for teaching success. October 2003 3. The superintendent approves the purchase and receives board approval. November 2003 3. The assistant superintendent for Human Resources and Operations works with the technology staff to implement the program. January 2004 4. Human Resources and Operations trains appropriate staff in using the program. February 2004 5. All candidates for positions in the 2003-04 year use this program. March 2004
and Ongoing6. HR monitors the success of the teachers selected through this method. August 2004
and OngoingFISCAL IMPACT
Costs include $2,600 for initial consulting and system startup costs and $10,000 for a two-day administrator training seminar for 30 participants. The recurring costs will be approximately $14 per qualified candidate to complete the online screener. Cost basis is 200 candidates per year ($14 x 200 = $2,800).
Recommendation 2003-04 2004-05 2005-06 2006-07 2007-08 Implement a Web-based talent assessment system to reduce hiring time and effort. ($12,600) ($2,800) ($2,800) ($2,800) ($2,800) FINDING
RISD does not have a strategy to recruit and hire minority teachers. As a result, the demographics of teachers do not reflect the growing minority student population and may limit available role models for these students (Exhibit 4-29).
Exhibit 4-29 Source: TEA, PEIMS, 2001-02 and AEIS, 2001-02.
RISD Ethnicity of Teachers and Students
2001-02
Ethnicity Anglo Hispanic African
AmericanAsian
AmericanNative
AmericanStudent 81.9% 12.0% 4.3% 1.5% 0.2% Teacher 95.1% 3.5% 1.2% 0.0% 0.2% The district does not attend job fairs specific to minorities or recruit from colleges attended by predominantly minority students. With a growing minority student population, particularly Hispanic students, the lack of similar minority teachers limits the number of role models available to students. The teacher population does not match the demographic make-up of its student population.
In the past, RISD has been concerned with name recognition or needed to encourage interest in the district. As recruiting needs increase, the district needs to expand its scope of recruiting activities and include a more diverse candidate pool who might not be aware of RISD.
Cedar Hill ISD (CHISD) creatively recruits minority teachers. The assistant superintendent, School and Community Services participates in recruiting events on targeted college campuses with large classes of graduating minority teacher candidates and solicits members of the community to host minority teacher candidates in their homes during their interview visit to CHISD.
By pursuing minority applicants aggressively, San Marcos Consolidated ISD (SMCISD) realized a 1 percent increase in African-American employment and a 3 percent increase in Hispanic employees in a single year. SMCISD's successful recruitment efforts can be attributed to the board's and superintendent's commitment to increase minority representation, to increase referrals from established sources of candidates and to open positions immediately instead of waiting until the new school year.
Recommendation 25:
Develop a policy and long-term plan for recruiting and hiring teachers more reflective of student demographics.
The district should identify additional colleges and universities in Texas and adjoining states that graduate large numbers of minority teachers. RISD should identify and survey minority teachers and administrators to identify alumni associations and explore the prospect of using these groups to attract teachers.
IMPLEMENTATION STRATEGIES AND TIMELINE
1. The assistant superintendent for Human Resources and Operations solicits information from the Texas Higher Education Coordinating Board and the State Board of Educator Certification regarding colleges and universities in Texas that graduate a large number of minorities. October 2003 2. The assistant superintendent for Human Resources and Operations reviews the recruitment schedule and identifies opportunities to expand efforts to include additional colleges and universities. November 2003 3. The assistant superintendent for Human Resources and Operations surveys minority teachers and administrators about alumni associations and their potential help in the recruiting process. January 2004
and Ongoing4. The assistant superintendent for Human Resources and Operations meets with minority administrators and teachers to identify minority community members who could be used in the recruitment effort. February 2004
and Ongoing5. The assistant superintendent for Human Resources and Operations meets with representatives of community groups to discuss the district's need to attract minority teachers and administrators. March 2004 6. The assistant superintendent for Human Resources and Operations modifies the current recruitment plan and recommends it to the superintendent for approval. March 2004 7. The superintendent approves the recommendations with the necessary changes. April 2004 8. The assistant superintendent for Human Resources and Operations implements the plan. April 2004 FISCAL IMPACT
This recommendation can be implemented with existing resources.
FINDING
RISD Human Resources and Operations does not collect enough data to analyze teacher turnover, which limits its ability to implement any necessary corrective measures. Turnover is a measure of workforce stability, job satisfaction and the adequacy of programs and incentives designed to retain qualified personnel. Although RISD's turnover is at the low end of the peer districts and there is no pattern to indicate a rise in turnover, its turnover rate of 15.6 percent remains a time and financial burden.
According to the assistant superintendent for Human Resources and Operations, HR staff mail exit interviews to departing employees. On occasion, principals conduct exit interviews with teachers in person. District administration has not requested that the principals collect specific data regarding reasons for leaving the district. When information is voluntarily given on exit interviews that are completed and returned by the exiting staff member, the data is entered into an excel spreadsheet by HR. Most entries state "no reason" or "relocated."
A report titled "The Cost of Teacher Turnover" prepared by the Texas Center for Educational Research for the Texas State Board for Educator Certification (SBEC) as part of the Texas Beginning Educator Support System (TxBess) Initiative in November 2000 stated, "Turnover cost equals 25 percent of the leaver's annual salary + benefits."
Teacher turnover in RISD averaged 14.5 percent over a five-year period. Only one peer district was lower than RISD. (Exhibit 4-30).
Exhibit 4-30 Source: TEA, AEIS, 1997-98 through 2001-02.
Teacher Turnover Rates
RISD, Peer Districts, Region 10 and State
1997-98 through 2001-02
District 1997-98 1998-99 1999-2000 2000-01 2001-02 Average Allen 21.5% 28.3% 24.8% 25.1% 19.3% 23.8% McKinney 14.8% 20.7% 20.7% 21.9% 24.8% 20.6% Frisco 17.2% 16.5% 16.7% 20.0% 19.9% 18.1% Coppell 14.6% 17.5% 17.6% 18.7% 18.7% 17.4% Carroll 14.2% 18.7% 12.8% 18.3% 18.3% 16.5% RISD 11.9% 15.3% 13.2% 16.3% 15.6% 14.5% Eanes 8.7% 13.0% 12.6% 16.3% 15.4% 13.2% Region 10 15.2% 19.6% 16.7% 17.7% 18.2% 17.5% State 13.3% 15.5% 15.0% 16.0% 15.7% 15.1% RISD lost 55 teachers in 2000-01 and 57 in 2001-02. RISD's teacher turnover is currently 15.6 percent and is highest during the first five years of employment. Exhibit 4-31 shows that the majority of teachers departing RISD had five or fewer years' experience.
Exhibit 4-31 Source: RISD assistant superintendent for Human Resources and Operations.
Years of Teaching Experience at Time of Departure from RISD
2000-01 and 2001-02
Years of
Experience2000-01 2001-02 Number Percentage
of Departing
TeachersNumber Percentage
of Departing
Teachers1 9 16.4% 8 12.3% 2 10 18.2% 8 14.0% 3 6 10.9% 5 8.8% 4 5 9.1% 5 8.8% 5 3 5.5% 4 7.0% 6 3 5.5% 4 7.0% 7 3 5.5% 2 3.5% 8 2 3.6% 3 5.3% 9 2 3.6% 2 3.5% 10+ 8 14.6% 11 19.3% 20+ 4 7.3% 5 8.8% Total 55 100% 57 100% Turnover increases recruiting costs and requires training for new hires in RISD classroom management techniques, campus planning and district instructional programs and intervention strategies.
Using the estimated cost of teacher turnover developed by SBEC, Exhibit 4-32 shows the financial impact of teacher terminations for 2001-02 in RISD.
Exhibit 4-32 Source: Primary analysis based on formula from "The Cost of Teacher Turnover" prepared for the Texas State Board for Educator Certification, November 2000.
Financial Impact of Teacher Terminations in RISD
2001-02
Years
Experience
When LeavingNumber
leaving
at each levelAverage
SalaryCost of One
TerminationTotal for All
Terminations1 8 $33,100 $9,930 $79,440 2 8 $33,200 $9,960 $79,680 3 5 $33,300 $9,990 $49,950 4 5 $33,460 $10,038 $50,190 5 4 $33,760 $10,128 $40,512 6 4 $33,760 $10,128 $40,512 7 2 $33,760 $10,128 $20,256 8 3 $33,760 $10,128 $30,384 9 2 $33,760 $10,128 $20,256 10+ 11 $36,460 $10,938 $120,318 20+ 5 $43,710 $13,113 $65,565 Total 57 $34,730 $10,419 $597,063 Teachers are the largest group of employees in a district and in competitive markets the hardest to recruit. Spring ISD tracks reasons for teachers' departures. Knowing the actual reasons for teacher departures help districts formulate plans for teacher retention. Leaving for other teaching assignments in competitive districts because of higher salaries or supervisory issues highlight potential for changes within the control of the district, such as programs, incentives, or policies and procedures. Leaving issues unaddressed can contribute to an increase in turnover.
Recommendation 26:
Track reasons for teacher departure to determine if any practical changes can be implemented to reduce turnover.
IMPLEMENTATION STRATEGIES AND TIMELINE
1. The assistant superintendent for Human Resources and Operations provides each principal with a form that requests reasons for departure and directs them to conduct exit interviews with each departing person. June 2003 2. The campus principal returns the completed form to HR. July 2003 and Ongoing 3. HR enters the data into a spreadsheet and notes the experience level of the departing teacher. July 2003 and Ongoing 4. The assistant superintendent for Human Resources and Operations monitors reasons for departure and presents findings to district leadership along with any appropriate corrective measures. Ongoing FISCAL IMPACT
This recommendation can be implemented with existing resources.