Educator recruitment and retention

While rigorous evaluations of merit-based pay, recruiting, and training programs showed favorable results on educator hiring and retention, effect sizes tended to be small and/or program effects were not long-lasting. 

• A 2020 meta-analysis on teacher pay incentives found that merit pay led to increased teacher retention while programs were in place. However, it found little evidence to support that these effects persisted after incentives ended or that these effects were long-lasting.

• A 2011 systematic review found that teacher recruiting and training programs had positive effects on retention, job commitment, and job satisfaction. However, there were some studies in the review that showed mixed results.

• A 2019 quasi-experimental study found that the Principal Pipeline Initiative — which emphasizes leader standards, pre-service preparation opportunities, selective hiring, and training and support — improved principal retention. PPI principals were 5.8 percentage points more likely to remain in their schools for two years than their non-PPI counterparts and 7.8 percentage points more likely to remain in their schools for at least three years.

• A 2020 quasi-experimental study found that two out of three district-specific TEACh programs — an alternative teacher preparation pathway which focuses on recruitment and selection, pre-service training, on the job support — led to increased hiring and also helped fill hard-to-staff positions.

• Invest in multi-dimensional recruitment: A robust talent pipeline requires significant recruiting capacity, including full-time staff members focused on talent and budget allocations for marketing. School leaders, district administrators, and teachers can also participate in recruiting events and direct outreach. Leverage existing district partners, especially community-based organizations and local colleges, to reach new audiences. Recruiting efforts should also include reaching people already connected to the school district, such as parents, siblings, paraprofessionals, and more.
• Reduce barriers to entry: A key component of educator recruitment and retention is evaluating and refining existing hiring criteria and requirements, such as credentials. Effective programs often expand eligibility criteria to include alternative forms of credential (beyond college degrees), which may include in-district training, teaching equivalency, or referrals to teaching fellowships.
• Leverage data tools: Investing upfront in a strong pipeline management system can yield numerous benefits. It can be used to evaluate individual program components, like the effectiveness of training and whether certain recruiting sources are resulting in high-quality educators. A data system can also be used for more advanced analysis, like matching school leaders with the schools that could most benefit from their specific skillset or expertise.
• Build pathways for growth: Districts can address both recruitment and retention by investing in regular opportunities for professional development and incorporating those opportunities into marketing materials. Such efforts may include formal skill building opportunities through workshops, access to supplemental credential programs delivered through university partners, and mentorship programs pairing new and experienced educators. Additionally, districts can incentivize long-term retention by prioritizing existing school staff when recruiting for school leadership pipelines.
• Identify vocal champions: Some changes to facilitate a robust educator pipeline, such as revisions to credential requirements, may be met with resistance from some existing stakeholders. To address that challenge, identify program champions from among school, district, and jurisdictional leaders. These leaders can help cultivate buy-in within individual schools and also play a major role in recruitment efforts.