HUMAN RESOURCES MANAGEMENT
This chapter reviews the Wilmer-Hutchins Independent School District's (WHISD) human resources management in three sections:
- A. Organization and Management
- B. Hiring, Recruitment, Retention and Staff Development
- C. Policies and Procedures
B. HIRING, RECRUITMENT, RETENTION AND STAFF DEVELOPMENT
As student enrollment increases and more teachers retire, Texas faces a critical teacher shortage. More than 1,040 Texas school districts are competing for teachers from an ever-shrinking pool. Because teacher recruitment has become a high stakes venture for districts, incentives for teachers have been on the rise. Some strategies employed by Texas school districts have included:
- hiring bonuses/competitive salaries;
- employee referral incentives;
- relocation or moving fees;
- housing;
- reduced-rate mortgages and low-interest loans;
- tuition reimbursement and student loan assistance; and
- professional recruiters.
Recruitment is becoming increasingly competitive and the supply of teachers is shrinking, both of which make retaining staff more important than ever. Retention can reduce the effort and resources necessary for recruitment. Exhibit 3-11 presents five major reasons employees leave and the five most effective initiatives for retaining employees.
Exhibit 3-11 Source: Society for Human Resource Management, Retention Practice Mini-Survey, 1997.
Threats to Retention and Initiatives for Retaining Employees
Threats to Employee Retention
(in order of percentage being offered and general effectiveness)Most Effective Initiatives for Retaining Employees
(in order of importance to employees)
- Higher salaries of competitors
- Dissatisfaction with career development
- Not being appreciated
- Job burnout
- Conflicts with supervisors or co-workers
- Health care
- New hire orientation
- Open communications policy
- Salary increases
- Emphasis on career development
Exhibit 3-12 presents the district's average salaries for professional employees, by category of professional employee. On average, WHISD pays its teachers more than its peers, but the district pays its professional support and school and central administration staff less than its peers.
Exhibit 3-12 Source: TEA, AEIS, 2000-01.
Average Actual Salaries
WHISD and Peer Districts
2000-01
District Teachers Professional
SupportSchool
AdministrationCentral
AdministrationWilmer-Hutchins ISD $37,355 $40,150 $50,154 $51,715 De Soto ISD $36,045 $46,985 $53,730 $72,293 La Marque ISD $36,436 $42,062 $56,334 $75,665 Lancaster ISD $37,131 $46,105 $57,861 $77,887 Staff development is important for all facets of the district. Staff development and training expose employees to new or better ways to complete tasks or tackle problems. Creating a more efficient workforce has obvious benefits to the employer including increased productivity. Recognizing new ideas and encouraging development are also great ways to build loyalty among staff and retain the employees already on the payroll.
FINDING
WHISD recently raised beginning teacher salaries to be more competitive with districts in the local area. Exhibit 3-13 presents average teacher salaries for WHISD, its peers and Dallas ISD for 1999-2000. Dallas ISD is included in the comparison because its close proximity to WHISD encourages competition for teachers. La Marque ISD is the only district not located in the Dallas Metroplex. The table shows that WHISD, on average, paid teachers with zero to five years experience less than any other district in the area in the 1999-2000 school year.
Exhibit 3-13 Source: TEA, AEIS, 1999-2000.
Average Teacher Salaries
WHISD, Peer Districts and Dallas ISD
1999-2000
District Beginning 1-5
Years6-10
Years11-20
YearsOver
20 YearsLa Marque $26,876 $30,515 $33,139 $39,767 $44,438 Wilmer-Hutchins $28,826 $30,322 $34,225 $39,388 $44,353 De Soto $29,212 $31,104 $33,681 $39,979 $47,187 Lancaster $30,141 $31,143 $34,562 $41,368 $48,288 Dallas $30,627 $33,309 $36,185 $42,043 $51,447 Exhibit 3-14 presents the teacher salary schedule for 2000-01 and 2001-02 for teachers with a bachelor's degree and does not include any stipends. The table shows that WHISD has significantly raised beginning teacher salaries in response to increased competition.
Exhibit 3-14 Source: WHISD Human Resources Department, October 2001.
WHISD Teacher Salary Schedule
187-Day, Bachelor's Degree
2000-01 and 2001-02
Years
of Service2000-01 2001-02 Beginning $29,717 $34,000 5 Years $32,601 $35,250 10 Years $36,376 $36,570 The increase in teacher salaries from 2000-01 to 2001-02 makes WHISD more competitive in the Dallas Metroplex area and should bolster recruitment efforts and help retain teachers who might have left the district for other local districts with better pay schedules.
COMMENDATION
WHISD raised teacher salaries to remain competitive in the local market.
FINDING
WHISD employs 51 classroom teachers who lack a valid teacher certification or appropriate permits. This represents 24.2 percent of the district's 211 teaching positions. In November 2001, the district applied for emergency permits for 13 of these teachers. Eight teachers were locally renewed, but the renewals are invalid because they were not completed prior to the beginning date of duties for the current school year. Exhibit 3-15 details the campuses and classroom assignments of those uncertified/non-permitted teachers. Applications for emergency permits have been filed for the positions and assignments in bold.
Exhibit 3-15 Source: Teacher listing provided by WHISD Human Resources Department, November 2001. Certification verified through the State Board of Educator Certification website, November 2001.
Assignments of Uncertified Teachers in WHISD
Campus Assignment Campus Assignment Bishop Heights Elementary K Kennedy-Curry Middle School ISS Bishop Heights Elementary K Kennedy-Curry Middle School Keyboarding Bishop Heights Elementary Pre-K3 Kennedy-Curry Middle School Lang. Arts Bishop Heights Elementary Pre-K3 Kennedy-Curry Middle School Math Bishop Heights Elementary Pre-K3 Kennedy-Curry Middle School Math Bishop Heights Elementary Pre-K4 Kennedy-Curry Middle School Computer Lit. Bishop Heights Elementary Pre-K4 Kennedy-Curry Middle School PE Bishop Heights Elementary Pre-K4 Kennedy-Curry Middle School PE Alta Mesa Learning Center SPED Kennedy-Curry Middle School PE Alta Mesa Learning Center Grade 2 Kennedy-Curry Middle School Reading Alta Mesa Learning Center Grade 3 Kennedy-Curry Middle School Science Alta Mesa Learning Center Grade 4 Kennedy-Curry Middle School Soc. Studies Alta Mesa Learning Center Grade 5 Kennedy-Curry Middle School SPED Alta Mesa Learning Center Grade 5 Kennedy-Curry Middle School SPED Alta Mesa Learning Center Grade 5 Kennedy-Curry Middle School SPED Resource Alta Mesa Learning Center Grade 5 Wilmer-Hutchins High School Keyboarding CS Winn Elementary Pre-K3 Wilmer-Hutchins High School Lang. Arts CS Winn Elementary Reading Rec. Wilmer-Hutchins High School Marketing CS Winn Elementary Art Wilmer-Hutchins High School ROTC CS Winn Elementary Grade 2 Wilmer-Hutchins High School ROTC Wilmer Elementary Early Child. Wilmer-Hutchins High School ROTC Wilmer Elementary Early Child. Wilmer-Hutchins High School Science Wilmer Elementary K Wilmer-Hutchins High School Soc. Studies Wilmer Elementary Grade 1 Wilmer-Hutchins High School Spanish Wilmer Elementary Grade 2 Wilmer-Hutchins High School Spanish Wilmer Elementary Grade 4
Note: Positions in bold had emergency permits filed in November 2001.Having uncertified teachers in the classroom is a violation of the Texas Education Code (TEC). Chapter 21 Section 3 of the TEC states:
- A person may not be employed as a teacher, teacher intern or teacher trainee, librarian, educational aide, administrator, or counselor by a school district unless the person holds an appropriate certificate or permit issued as provided by Subchapter B.
- A person may not be employed by a school district as an audiologist, occupational therapist, physical therapist, physician, nurse, school psychologist, associate school psychologist, social worker, or speech language pathologist unless the person is licensed by the state agency that licenses that profession. A person may perform specific services within those professions for a school district only if the person holds the appropriate credential from the appropriate state agency.
Exhibit 3-16 details district administrative and support staff, teacher, and principal and assistant principal survey results on questions regarding teacher recruitment and retention issues. The majority of district administrators and support staff, and principals and assistant principals do not believe the district adequately recruits and retains quality teachers.
Exhibit 3-16 Source: TSPR Surveys, October 2001.
District Administrator and Support Staff, Teacher and
Principal and Assistant Principal Survey Results
Survey Questions District Administrators Teachers Principals A/SA NO D/SD A/SA NO D/SD A/SA NO D/SD Teacher turnover is low. 20.6% 16.2% 61.8% 22% 29.4% 48.5% 0% 20% 80% Highly qualified teachers fill job openings. 23.5% 17.7% 58.8% 39.7% 27.9% 32.4% 20% 0% 80% Teacher openings are filled quickly. 10.3% 22% 67.7% 17.6% 30.9% 51.5% N/A N/A N/A The district successfully projects future staffing needs. 26.5% 28% 45.6% 20.5% 42.6% 36.8% 0% 40% 60% The district has an effective employee recruitment program. 25% 23.6% 51.5% 19.1% 44.1% 36.7% 0% 20% 80%
A/SA=Agree/Strongly Agree
NO=No Opinion
D/SD=Disagree/Strongly DisagreeThe executive director of Human Resources told the review team that the previous lack of competitive salary was one of the largest retention problems. The executive director of Human Resources also referred to WHISD as a stepping stone district whose employees gain experience needed for jobs in other districts. The district's proximity to the Metroplex and the competitive salaries of large districts like Dallas ISD and Fort Worth ISD also contributed to the high turnover rates seen not only in WHISD, but also in Lancaster ISD and De Soto ISD.
The cost of teacher turnover can be extremely high. The US Department of Labor estimates that costs to replace an employee average 33 percent of the new hire's salary. The beginning teacher salary for WHISD is $34,000. Each teacher costs the district an estimated $11,220 to replace. These are financial costs only. Loss of experienced teachers also contributes to decreased student performance.
TASB's Going, Going, Gone: A Handbook of Practical Responses to the Texas Teacher Recruitment and Retention Problem, lists several recruitment strategies that have been successful in other districts including: hiring bonuses, employee referral incentives, relocation or moving fees, tuition reimbursement or student loan assistance and reduced rate mortgages and low-interest loans. Fort Worth ISD offers signing bonuses and both Fort Worth ISD and Dallas ISD offer competitive salaries.
Going, Going, Gone also identifies the loss of first year teachers as one of the few attrition factors that districts can control. The handbook states, "The primary reason a new teacher leaves the classroom is lack of a support system. The research supports that providing such support substantially increases new teacher retention."
In Hillsborough County in Florida, the district has a comprehensive teacher induction program that includes intensive new teacher training and the assignment of a support team to each new teacher. The support team includes a campus administrator, a peer and a subject matter expert. The support team is available to the teacher throughout the year to provide information, support and feedback.
Recommendation 32:
Create and implement a recruiting and retention plan to decrease the number of non-certified teachers.
The teacher recruitment problem facing the district is significant. Not only does the district need to recruit teachers to fill vacancies that would normally be created by resignations, retirements and terminations, but the district also needs to recruit 51 more certified teachers to replace those uncertified teachers on staff.
The district should consider each of the recruitment incentives listed in the TASB handbook. Retaining existing certified teachers is also going to be necessary. The district may also want to consider increasing all teacher salaries to exceed the salaries offered by other local school districts.
IMPLEMENTATION STRATEGIES AND TIMELINE
1. The superintendent informs all uncertified teachers who would not qualify for emergency certification or permit that employment will terminate at the end of the school year. April 2002 2. The executive director of Human Resources and the superintendent review exit interview notes and other districts' recruiting strategies to determine which strategies are most appropriate for WHISD. April 2002 3. The executive director of Human Resources and the superintendent review other districts' retention strategies and determine which strategies are most appropriate for WHISD. April 2002 4. The executive director of Human Resources creates a recruitment and retention plan based on the strategies identified. The plan includes a calendar of recruiting events, personnel to attend each event and the estimated costs per strategy. April 2002 5. The executive director of Human Resources submits the plan to the superintendent for approval. May 2002 6. The superintendent approves the plan. May 2002 7. The superintendent submits the plan and associated funding requests to the board for approval. May 2002 8. The board approves the plan and funding for the plan. May 2002 9. The district implements the plan. June 2002 and Ongoing FISCAL IMPACT
There may be costs associated with the recruiting and retention strategies. However, until the district determines which strategies it will use, the fiscal impact cannot be calculated.
FINDING
The district has no formal process for identifying and addressing staff training needs. Recognizing a need for instructional staff development, the superintendent, with the assistance of TEA, created a staff development program for 2001-02 that includes goals, hours required and a calendar. The plan also includes the agendas from three days of staff development before the beginning of the 2001-02 school year. The plan does not identify how teachers and principals are to achieve the hours required during the school year, and the calendar does not identify which types of training will be offered at each of the sessions. The training and development plan also does not address the training needs of non-instructional personnel.
The district does not offer or require federal Occupational Safety and Health Administration (OSHA) safety training or sensitivity training and does not provide training for department heads and principals in interviewing or employee management. The superintendent said that the individual departments find or provide their own training, but there is no central coordination or guideline for what types of training and development would best meet the district's goals. No evaluation tools are used to determine the training's effectiveness and there is no oversight to ensure that employees are receiving the training they need.
Waco ISD (WISD) has a comprehensive staff development plan that focuses on new teacher induction, school-based needs and districtwide staff development opportunities. Staff development activities follow a three-year district staff development plan that is updated annually based on a yearly needs assessment. WISD's staff development programs serve all employees of the district.
Recommendation 33:
Create and implement a staff development plan that includes instructional and non-instructional staff.
The new plan would serve as a resource for department heads in trying to identify what types of training are available and how each type of training supports the district's mission and goals. Staff development goals and strategies for instructional employees should be aligned with curriculum guides and coordinated with the Curriculum and Instruction Department. By requesting input from department heads, the district could also focus training and development on specific areas of deficiency. A comprehensive plan for training and development could also be used as a tool in the budgeting process.
IMPLEMENTATION STRATEGIES AND TIMELINE
1. The executive director of Human Resources conducts a needs assessment to determine the type of training needed by instructional and non-instructional staff. May 2002 2. The executive director of Human Resources creates a staff development plan that identifies training and staff development needs that support the district's mission and goals and includes estimated costs of training. June 2002 3. The executive director of Human Resources, the director of Business Services and the superintendent review and revise the plan. July 2002 4. The superintendent approves the plan. July 2002 5. The executive director of Human Resources distributes the approved plan to supervisors. July 2002 6. The Human Resources secretary and supervisors collaborate to identify external training and development programs that meet the objectives and budget of the plan. July 2002 and Ongoing 7. The executive director of Human Resources develops training programs to meet staff development needs when external resources are unavailable or inadequate. July 2002 and Ongoing 8. The executive director of Human Resources develops assessment instruments to evaluate training and development programs. July 2002 and Ongoing 9. The executive director of Human Resources updates the plan annually. July 2003 and Ongoing FISCAL IMPACT
This recommendation can be implemented with existing resources.