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In order to support LEAs as they enter into the Spring hiring season, ÁñÁ«ÊÓÆÁ has collected a set of optional guidance, tools, and other resources. The resources are aligned to the Teacher Vacancy Task Force Report recommendations and the suggested strategies for districts in the Appendix of the report. Please consider reviewing and utilizing these resources to support teacher retention, recruitment, and hiring. Here you may find an overview of the teacher employment, attrition, and hiring data trends and supportive resources.

Hold Stay Conversations

Having stay conversations with teachers can have a positive impact on retention. Principals should be encouraged to hold stay conversations with all effective and promising teachers as stay conversations are best leveraged by identifying highly effective teachers, as evidenced by data, and speaking with those who most positively impact students.

Recognize Great Teachers

Recognizing effective teachers is an important aspect of teacher retention and can contribute to increased job satisfaction, motivation, and engagement. There are different ways to genuinely recognize teachers for their work and commitment besides a yearly planned celebration. Peer, student, and administrator recognition can create a sense of belonging and community among teachers. Recognizing teachers through formal recognition programs such as Teacher of the Year awards and through informal ways such as praise during staff meetings can be a strong motivator. Providing effective teachers with professional learning and leadership opportunities that help them improve their skills and knowledge can also lead to them feeling valued and supported.

Implement and Expand Teacher Incentive Allotment Systems

is built for Texas school districts to designate and reward top-performing teachers. Teachers can earn one of three levels of designation – Recognized, Exemplary, or Master. Teachers with a National Board certification may be designated as Recognized.  

Districts receive an annual allotment for each eligible designated teacher they employ and may use funds to incentivize effective teachers to remain in the classroom and prioritize high-needs campuses. 

Implement Strategic Staffing Models  

Strategic staffing models that focus on expanding the reach of the most effective teachers, redesigning school schedules to effectively implement high-quality instructional materials and the associated professional learning, and differentiating compensation can help retain teachers in their roles. Visit the website for more information on this initiative, including case studies.   

Determine Hiring Needs

Determining hiring needs is an important step in effective staffing, in providing support for existing teachers, and ultimately in ensuring the intended student experience is met. LEAs can determine hiring needs by examining and identifying different key data.

• Identify teachers who are resigning or retiring
• Identify additional positions based on school growth, schedule changes, or program implementation
• Identify positions that need experienced, strong lead teachers such as in hard-to-staff schools
• Identify campus or grade-level that can support a newer teacher who needs more training
• Identify historical hiring data to identify any patterns and trends specific to the LEA
• Identify historical hiring data to identify any patterns and trends specific to the LEA (historic new hire data is available on the )

Target Recruitment to Returning Teachers

ÁñÁ«ÊÓÆÁ examined newly hired teacher data from 2009-10 through 2023-24 and found that reentering teachers were a sizable and stable source of hires. Identifying and targeting recruitment efforts to this source may help LEAs increase their pool of teachers. Additionally, LEAs could consider providing additional incentives to returning teachers.

Key Takeaways

• Reentering teachers make up a sizable proportion of newly hired teachers in any year, with 34% of new hires in 2023-2024 being teachers reentering the profession
• Reentering teachers typically come back to the workforce soon after they leave, with over 90% of reentering teachers doing so within 3 years of exit.
• According to trends, reentering teachers are more likely to be retained than uncertified teachers.

Incentivize Hard-to Staff Areas

Roughly 40% of middle school Bilingual Education, 47% of high school Bilingual Education, and 53% of all Special Education teachers serve out-of-field (ÁñÁ«ÊÓÆÁ, 2024).

The TVTF recommended funding be provided to incentivize Special Education and Bilingual Education teachers to enter and remain in their roles. TVTF recommendations:

• Requiring Special Education and Bilingual Education teachers to begin on the second step of the LEAs minimum salary schedule
• Providing incentives for exam certification fees and additional funding for residencies in hard-to-staff areas.
• Providing significant sign-on bonuses and stipends

Develop Strategic Staffing Models that Allow for GYO and Residency Models

In addition to supporting teacher retention, the presence of high-quality and robust strategic staffing models can provide compelling recruitment and preparation opportunities for future educators. Currently, over 130 districts across Texas are implementing strategic staffing models that enable teacher residents to engage in a paid, year-long clinical teaching experience and serve in other instructional capacities aligned to the district’s needs. All 20 ESCs currently provide services to support districts and educator preparation program partners to design these strategic staffing models. 

Differentiate & Advertise Compensation 

Recruiting and retaining highly effective teachers and administrators is paramount in achieving strong student outcomes. With TIA as the basis, districts can continue their journey to strategically leverage compensation and staffing by undertaking these critical steps:

• Developing a refined principal evaluation system,
• Developing and adopting a TIA-compliant teacher evaluation system,
• Transitioning away from a step and ladder pay system to one based on performance,
• Blending TIA and other funding sources to ensure financial sustainability, and
• Adopting an approach to teacher assignment based on student need.

To attract candidates with the highest-quality preparation, districts may also consider differentiating starting teacher salaries based on their route into the profession. 

Develop Meaningful Partnerships with Educator Preparation Programs

Partnerships between districts and educator preparation programs are vital for developing strong teacher talent pipelines. Research shows that these collaborations help ensure that new teachers are well-prepared to meet local district needs. Strong partnerships can transform the teacher pipeline by aligning preparation programs with district needs, providing real-world teaching experiences, and facilitating continuous professional development (Education First, Ensuring High Quality Teacher Talent). In the Texas EPP landscape, districts have options to seek and select EPP partnerships. The provides an overview of programs across the state and preparation routes offered, including a growing number of programs offering teacher residency preparation routes. For more information about Texas teacher residency programs and their benefits you may also refer to Texas Teacher Residencies.

Hire Early

According to the Effective School Framework, high-need schools staffed by July 1st have a higher probability of positive student outcomes. LEAs that hire early are better positioned to secure strong teaching talent compared to LEAs that make most of their hires in the summer. Early hires also have more opportunities to connect to learning and other opportunities.

Consider identifying and giving offers to promising candidates even when the LEA does not yet know where they will teach and providing incentives for early hires that will fill anticipated vacancies. Strategies for early hiring include providing an early notice of separation incentive to current teachers and providing incentives to early hires.

Onboarding

Employees who report positive onboarding experiences are more likely to stay in the organization longer. Providing new hires with clear information and early opportunities to connect with professional learning will allow them to feel more connected to their new role. Providing early opportunities for new hires to connect with other teachers will allow them to add value to their communities early in their role. Support new hires and help them successfully onboard by identifying mentor teachers early and connecting them to new hires. See Mentor Teacher Training Approved Providers list of organizations that can directly train and support mentors and district leaders implementing mentoring programs. 

Compensation

• Provide clarity around salaries and salary calculations for teachers with 20+ years of experience.
• Implement and evaluate exit surveys to inform retention and recruitment strategies.
• Identify teachers with Bilingual or Special Education certifications not serving in those settings and provide incentives for them to move into those positions.
• Provide specialized induction training and support for teachers returning to the profession.

Training and Support

• Assess options for residency preparation programs and evaluate their capacity for establishing or growing partnerships.
• Consider hiring high school graduates as educational aides or paraprofessionals while they complete their bachelor's degree and teacher certification and then hiring them as teachers.
• Implement transparent and consistent processes for the recruitment and selection of mentor teachers and other teacher leader roles, including consideration of teacher’s impact on student outcomes and their disposition towards coaching and support of others.
• Consider the commitment of personnel and local funds to support the planning and implementation of teacher leader initiatives.

Working Conditions

• Create opportunities for teacher voice in the creation of district calendars and school schedules.
• Ensure teachers have time built in the schedule for collaborative planning time with peers teaching the same grade-level and content.

ÁñÁ«ÊÓÆÁ Supports

ÁñÁ«ÊÓÆÁ offers support with initiatives aligned to many of the best practices recommended by the TVTF. Learn more about some of these initiatives and look for upcoming information, including potential future opportunities for grants and technical assistance

Pre- and Early-service Teacher Supports 

• Grow Your Own
• Teacher Residencies in Texas
• Mentor Program Allotment

Teacher Incentive Allotment Supports