Necessary Steps to Ensure Effective Teaching for All Children

5.         Create a “deep bench” of applicants for teaching positions.

There are, on average, two and a half applicants for each teacher vacancy in Philadelphia, and often there are several applicants for some positions and none for other, harder to fill, positions.  This can lead to classroom vacancies and the hiring of less talented teachers.  This does not have to be the case. Other cities have tackled this recruitment problem and increased their pool of applicants. Expanded recruitment efforts should seek out high-performing graduates and experienced teachers with excellent knowledge of their subject area, strong pedagogical skills, and a desire to work in urban classrooms. Targeting applicants with Philadelphia roots may also increase retention.

  
Suggested Reforms

 ·              Identify and aggressively recruit high performing students in traditional and alternative teacher certification programs. Early recruitment will give the District an advantage in attracting top graduates.  To attract more highly qualified teachers, the District should recruit in neighboring states and then help certified teachers obtain PA certification waivers, or reciprocity agreements.

 ·               Evaluate and expand the “Teacher Diversity Campaign.” Minority teachers have been found to have a positive effect on the academic performance of minority students.[i]  The District should evaluate its progress in recruiting more teachers of color.

 ·               Expand teacher residencies and other “alternative routes” into the teaching profession.  Often aimed at career changers or new teachers, alternative routes should be aligned with the District’s short and long-term staffing plans.  This includes the development of ways to keep talent in the District.

  ·            Develop a “Grow Your Own” Program.  The District should develop teacher training programs for individuals without bachelor’s degrees who are either currently employed in or active in District schools or community education groups.  Teachers who come through these kinds of programs are much more likely to enter hard-to-fill positions and stay in low-income schools.[ii]  The District should explore collaboration with teacher preparation institutions and community-based organizations to develop a Grow Your Own program.