Recruitment – Educating about Education

When you consider how to attract and retain quality teachers in GCS, two primary departments come to mind, Recruitment and Induction and Success. These two groups have distinct differences, but together they work to bring new talent to our district and provide support to ensure success.  

The process of attracting new teachers starts with the recruitment department, under the direction of Alan Hooker, Director of Employment.  When he started in 1999, he says he was a “one and a half person” department which has now grown to eight.  Hooker starts with laying out some misconceptions about teaching.  “It is not hard to get people interested in education, the greater challenge is making sure they are certified, and that they share our value system,” said Hooker.  Another myth is the low salary of teachers. “We are competitive with the business administration degree and others non-education degrees.  Recent graduates that we talk to are pleased with the salary we offer,” explained Hooker.

Recruitment has never been more important in view of some startling statistics. For one, due to the population growth in North Carolina and teacher retirement, approximately 10,000 teachers are needed each year across the state.  Currently, colleges and universities are graduating approximately 3,500 education majors annually.  GCS receives 10,000 applications each year and hires approximately 850 total licensed positions.

As times and competition have changed the education landscape so have recruitment strategies for the best and the brightest.   Mission Possible is an initiative that attracts and retains highly qualified teachers by offering monetary incentives to teach math and science, fields of study that are drawing teachers to the corporate world. “Our competition is not other school systems, it is the corporate world,” said Hooker.

A rigorous screening process also ensures the best candidates. Applicants must first complete an online screening application; go through a district-wide interview and finally, an interview with the potential principal.  “We want to be able to put the best people in the right place where they can succeed,” explained Hooker. “For example, not all teachers can work in a Title 1 school, so we are careful to make right placements.”

Hooker believes that GCS has a plethora of offerings to attract teachers. “We are more than 41 flavors; we are not vanilla,” said Hooker. “We offer education to a diverse group of students from small communities, inner-city neighborhoods and urban neighborhoods.”  At the end of the day it comes down to “educating about education” by speaking to college and university students about the rewards of education, holding recruitment fairs and other methods.  And, recruiting the best.

First-year teacher Diane Cannon is all smiles at Guilford Elementary.

Induction and Success –
The New Teacher’s Tool Kit

The Induction and Success team.

Each year, GCS opens its doors to approximately 400-500 first-year teachers.  Induction Support Coaches in the office of Induction and Success stand ready to bridge the gap for new teachers by offering support and education.  Research shows that retaining teachers requires a strong induction strategy for the first year of teaching which is often “the make it or break it year.” 

“A new teacher doesn’t always look like a 23-year old, they could be a 50-year old making a career change,” said Sue Renn, Academic Coach of Induction and Success. “They are coming to us with different skill levels and different backgrounds, so it is more of a challenge.”

Each new teacher is assigned a mentor, who is usually a career teacher with mentor training, a “buddy” teacher who is in the same grade level and department and an induction support coach. Additionally, each school also has an induction coordinator.  Induction coordinators assist principals with assigning mentors and hold monthly teacher seminars.

All roles are crucial, but it is the induction support coaches that you will hear about most often. The nine-person department makes classroom visits, helps with lesson plans and offers feedback.  All interactions between support team members are confidential.  Each induction coach is assigned 45 to 65 new teachers, which is why the department theme song is “On the Road Again.”  “That’s why you don’t see us in the office much,” said Martha Snavely, Executive Director of Induction and Success and Professional Development.  “To do our jobs effectively, we must be in the schools.”

Resources, training and professional development courses are in abundance from Red Apple training to Right Start new teacher orientation, training, seminars and newsletters.  The department works closely with human resources, curriculum and instruction, professional development, recruitment, psychological services and other departments to ensure success for new teachers. “We want to impact student learning and we do that by raising the quality of teaching,” said Snavely.

A recent survey proved that the department is on the right track. The majority of new teachers reported that they received the support they needed during their first year.  First year teacher Diane Cannon can attest to that.  “College prepared me for teaching, and I was actually teaching preschool during college,” said Cannon.  “Even though the transition was easy for me, it made a big difference to know that I had the guidance of my principal, teachers and support team.  This support is making my first year at Guilford Elementary a positive one.”

Renn likens the first year of teaching to that of a 500-piece puzzle. “Our job is to help the beginning teacher see the big picture and know where to put the pieces as they reflect on new knowledge and build skills,” said Sue. 

In the end, all agree that teaching is not a career, it’s a lifestyle.

For more information about new teacher resources, go to www.gcsnc.com and look for the Right Start button.