Recruiting retaining of qualified teachers

Part Two Socialist, Marxist and Communist Indoctrination School kids are being prepared for a socialist world government under the United Nationsto which most public school teachers would not object. The kids are being taught that one culture is just as good as another. They are being taught that it isn't fair for the United States to be the world's only superpower.

Recruiting retaining of qualified teachers

Public Recruiting retaining of qualified teachers teachers who stay on the job for 25 or 30 years count on retiring in relative security, with monthly benefit payments until death.

But for many young teachers, that pension promise is broken. As a result, month after month, many teachers turn over a substantial portion of their pay to a plan whose benefits they are unlikely to receive.

In some states, however, public charter schools provide an important alternative: The charter sectors in these states have the opportunity to serve as laboratories of innovation, not only in terms of educational programs but also as examples of management strategies that could be applied to the broader teacher labor market.

To explore this possibility, we studied retirement plans and surveyed charter schools in five states with such flexibility: Arizona, California, Florida, Louisiana, and Michigan.

We find a growing number of schools, especially those run by management organizations, are choosing to opt out of state pension plans. In interviews, charter operators detail their reasons for these choices, providing important context to a retirement challenge that is unlikely to be resolved without significant action.

Inemployer costs for teacher retirement benefits accounted for By contrast, in the private sector, retirement benefit costs for workers account for roughly 11 percent of salaries, a share that has remained relatively flat over the same time period.

Since the start of the financial crisis in32 states have increased employee contribution rates and 37 states have increased employer contribution rates. States like California have publicly stated that these contribution rates will continue to increase in the future.

In other states, like Illinois and Michigan, future increases to employee and employer contributions rates seem like a near certainty given the poor fiscal health of their plans.

At the same time, many states have reduced benefits for new teachers. Between andnine states passed laws that increased the vesting period for new teachers from 5 years to 10 years on the job.

In addition, 29 states tightened retirement eligibility rules by increasing the retirement age, required years of employment, or both.

For example, a teacher who moves from New Jersey to New York has to change plans and cannot continue to accrue benefits. If she moves before she is vested in the New Jersey plan, she may only withdraw her contributions and loses out on any pension benefits.

This severe penalty is widespread: Data One group of public school teachers is not automatically locked into these pension programs: Arizona, California, Florida, Louisiana, and Michigan have large numbers of charter schools and allow for flexibility regarding state plan participation.

All five states provide traditional final average salary defined-benefit plans to teachers, with some differences. Florida allows all teachers to opt into an alternative defined-contribution plan. In California and Louisiana, teachers in district schools do not participate in Social Security, but teachers who work in a charter school that has opted out of the state pension plan must do so.

To gather details on the schools, we use two years of data from the National Alliance for Public Charter Schools: We also reviewed individual state pension-plan information, in the form of either a list of schools that participated or annual financial audits that list the members of the plan.

In Louisiana, plan participation data were provided by the charter support organization, the Louisiana Association of Public Charter Schools. Which Charters Opt In? However, the rate varied considerably from state to state, from a low of 11 percent in Michigan to a high of 87 percent in California see Figure 2.

In Figure 3, we plot the charter participation rate against the year in which the charter opened. Because it is very difficult for a charter school to opt out of a state plan once it has enrolled teachers, whether a school is currently participating generally reflects a decision it made before it opened its doors.

Once doors are open and teachers are hired, the in-or-out status is largely fixed. It is therefore notable that we find a clear downward trend from about on, when pension costs began to rise sharply, with newer charter schools much less likely to participate in the state plan.

Since California has as many charter schools as the other states combined, as well as much higher participation rates, we plot its trend separately. The share of new charter schools opting into the state plan hovered around 90 percent until —the tail end of the Great Recession.

The downward trend began when a new state law intended to shore up ailing plans set dramatic increases in contribution rates. Teacher contributions grew as well, from 8 percent of salary to HI-TEC July , , Miami, Florida.

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Recruiting retaining of qualified teachers

The Problem. To reduce bias and increase diversity, organizations are relying on the same programs they’ve been using since the s. Some of these efforts make matters worse, not better. Meeting the Challenge: Recruiting and Retaining Teachers in Hard-to-Staff Schools 1 6/28/ PM.

for recruiting and retaining teachers—few qualified teachers live there, and these areas can be difficult to reach even for teachers who are willing to commute. Without access to the pedagogical skills of veteran teachers, many new teachers are unprepared to face the challenges of the classroom.

New teachers are often limited in their repertoire of instructional strategies. Many teachers enter the teaching field directly from university teacher preparation.

NCEE | Canada: Teacher and Principal Quality