Employment Status and Position Protocol Guide
The Employment Status and Position Dashboard helps school systems get a snapshot of their workforce's composition. By reviewing this data, school systems can identify trends across positions, address staffing gaps, and plan for future recruitment needs.
Data Overview
Essential Questions
To what extent are our paraprofessional and auxiliary staf preparing for and transitioning to teaching roles?
Dashboard Pages
- Summary
- Assignments Through Time
- Through Time
- Details
- Assignments
Data Description
The dashboard displays the sources of newly hired teachers, including their entry pathways and certification statuses, as well as changes over time in hiring sources, certificate types, and program or campus-level assignments.
Protocol Description
Recommended Participants
This protocol is designed for district and campus decision-makers who directly influence teacher recruitment, placement, support, and retention strategies, including but not limited to:
- Superintendent and District Leaders
- Human Resources/Talent Staff
- Campus Leaders
Recommended Time
90-120 minutes
Questions to Leverage Dashboard Data
- From what sources are our newly hired teachers coming? Are they new to teaching, re-entering the profession, or transferring from another LEA?
- What certification status do our newly hired teachers hold (certified, uncertified, or on an emergency/intern certificate or permit)?
- How has the distribution of new hires’ sources to our LEA changed over time?
- How have the types of certificates our new hires hold changed over time?
- What proportion of our new hires were assigned to each program/population?
- How does the proportion of our new hires assigned to each program/population vary by campus level?
- How has the proportion of our new hires assigned to each program/population and campus level changed over time?
Frame
This phase occurs before reviewing the data to orient stakeholders and focus the analysis.
Guiding Questions
- What are we trying to understand and do by analyzing this data?
- What do you expect to see in the data (are there any assumptions or biases that need to be named)?
- What decisions can this data help us make?
Example
From this dashboard, our LEA is seeking to understand patterns of teacher retention over the frst fve years of employment, with attention to how certifcation status at hire and pathway of hire may infuence whether teachers remain in our schools. Because we hire teachers from multiple pathways—including fully certifed, provisionally certifed, and emergency or intern permits—we anticipate that retention rates may vary across these groups. We intend to use these dashboards to help us identify where teacher turnover is highest, when attrition tends to occur, and which types of teachers (by certifcation at hire and source/pathway) are most likely to stay long-term. These insights will support strategic decisions around recruitment, onboarding, and professional development, as well as help us strengthen stafng stability across the LEA.
Describe
This phase occurs after the analysis of the data, resulting in a codifed plan with actions that support continuous improvement.
Guiding Questions
- Based on this data, what interventions or strategies would help address the trends noticed?
- What other data sources can be reviewed in conjunction with the trends noticed in this data?
- What are the specifc next steps (timelines, resources, limitations. etc.) needed to build our plan?
- How will we ensure the plan is efective? How will we know if/when it is effective?
- How will we share the results (both the plan and the outcomes of the plan) with stakeholders?
Example
Based on the retention patterns we observed, we need to focus on reducing attrition among teachers hired with provisional or emergency permits and addressing the peak turnover around years two and three. To do this, we plan to:
- Investigate why teachers hired with provisional or emergency permits show higher attrition in the frst three years, including examining onboarding, mentoring, and support structures.
- Focus recruitment and support eforts on sources of newly hired teachers associated with higher turnover, while reinforcing pathways that yield stronger long-term retention.
- Address critical attrition points around years two and three by providing additional coaching, professional development, and engagement opportunities to support teachers before they leave.
- Monitor retention trends continuously across the frst fve years and develop early-warning indicators to help school leaders and HR identify teachers at risk of leaving, so that timely interventions can improve long-term stability in the LEA.
Suggested Timing - This plan will be fnalized and launched in collaboration with district and program leaders during the upcoming district planning meeting
Plan
This phase occurs after the analysis of the data, resulting in a codifed plan with actions that support continuous improvement.
Guiding Questions
- Based on this data, what interventions or strategies would help address the trends noticed?
- What other data sources can be reviewed in conjunction with the trends noticed in this data?
- What are the specifc next steps (timelines, resources, limitations. etc.) needed to build our plan?
- How will we ensure the plan is efective? How will we know if/when it is effective?
- How will we share the results (both the plan and the outcomes of the plan) with stakeholders?
Example
Based on the retention patterns we observed, we need to focus on reducing attrition among teachers hired with provisional or emergency permits and addressing the peak turnover around years two and three. To do this, we plan to:
- Investigate why teachers hired with provisional or emergency permits show higher attrition in the frst three years, including examining onboarding, mentoring, and support structures.
- Focus recruitment and support eforts on sources of newly hired teachers associated with higher turnover, while reinforcing pathways that yield stronger long-term retention.
- Address critical attrition points around years two and three by providing additional coaching, professional development, and engagement opportunities to support teachers before they leave.
- Monitor retention trends continuously across the frst fve years and develop early-warning indicators to help school leaders and HR identify teachers at risk of leaving, so that timely interventions can improve long-term stability in the LEA.
Suggested Timing - This plan will be fnalized and launched in collaboration with district and program leaders during the upcoming district planning meeting