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 2
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. 3
Enrollment Window Update Why change timelines Round 1 – K-12* Responsive to families who would like to know earlier where their Launch Friday after November Board Meeting • student will attend for the next school year Deadline January 31 • Allows schools to know earlier who their students are: • Results late March • begin facilitating records transfers, Round 2 – K-12 finalizing rosters earlier in the summer Opens 1 week after Round 1 results are released • begin student transitions while students are still attending Closes May 1 st • their previous school Results first week of June • Mor ore Infor ormation on on on Early C y Childh dhood ood Timelines w will be be a annou ounced d soon oon
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 6
Overview of Teacher Workforce 2017-2-18 Teacher Workforce by Race/Ethnicity & Gender 45% Key F y Facts: : 40% 40% The here re a are re ro roughl hly3, y3,500 teache hers rs • 35% 30% in NOLA Publi blic School ools 30% Black/African American 25% 53% 3% of our teachers are African White • American 20% Other 13% 15% 10% • 13% 3% of our teachers are African 10% American males 4% 5% 1% • 25 25% % of our teachers are male. 0% F M Black/African American White Other F 1422 1051 155 473 368 45 M Source: 2017-18 End of Year PEP data; Includes teacher of records, co-teachers, enrichment teachers etc.
Teachers by Experience 100% Key F y Facts: : 80% 61% of our teachers have 5 or 61 • more years of experience 61% 60% 5+ Years • 17% % of our teachers have 3-4 3-4 Years years of experience 0-2 Years 40% 17% • 22% 22% of our teachers have 2 years 20% or less experience. 22% 0% Years of Experience # of teachers 0-2 Years 778 3-4 Years 602 5+ Years 2134 Source: 2017-18 End of Year PEP data
Overview of Building-Level Administrators Key F y Facts: : Administrator by Race/Ethnicity 100% • Over 100 100 bu buildi ding-level ad administr trato ators 80% • 53% 3% are African American (consistent 53% with the percentage of teachers) 60% Black/African American • 41 41% are White (also closely aligned with White the percentage of teachers) Other 40% 41% Race/Ethnicity # 20% Other 8 White 48 7% Black/African American 62 0% Source: 2017-18 End of Year PEP data; numbers reflect staff in roles such as principal or others with building-level administrators
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 10 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
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. 18-19 Activit 18 ities One-Stop shop for educators near and far to learn about the schools Teach New Orleans in our city and apply for jobs Website - Over 115 hired with average of 5 years of experience NOLA Public Schools supported Greater New Orleans of Foundation Research on Talent partnership study that is forthcoming NSNO conducted varied research reviewing data trends, teacher surveys and Needs compensation structures NOLA Public Schools and NSNO began direct engagements with local Local University universities to increase matriculation of students into NOLA Public Schools Engagement - Currently 120+ doing field experience in NOLA Public Schools Increasing Staff NOLA Public Schools identified staff resources for 19-20 to internally Capacity coordinate and connect with universities and schools on talent needs NSNO planned for on-site recruitment at UNO in the 19-20 school year 12
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 oosing ng low ow pe perfor ormi 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 oporti tiona onate te l los oss of of a a s spe pecific ty type pe of of 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 ow-pe perfor ormi ming ng s school ools 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 ost t yet t pr prov oven s n str trate tegies s school ools can de n depl ploy oy 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 15
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