Retention is an important aspect, perhaps the most critical aspect of any solid recruiting strategy.
Why is retention so important? Administrators will spend thousands of dollars training someone during the course of their career. They will also shell out thousands during the recruitment and selection process. If the individual's they end up hiring are happy and stay in the positions they are recruited for, then all of this money is money well spent. If however the turn over rate is high, an educational organization stands to lose a great deal of money that can impact future recruiting programs and strategies.
Retention strategies should focus on providing all members of the staff with a warm and supportive environment that acknowledges and accepts an ethically diverse environment (Spangler & Wicox, 2000). A key aspect of any solid retention program is also support for professional development and career growth of new hires (Web & Norton, 2002).
To that extent the administrators should work toward developing a system for promoting employees internally and encouraging continuing education and support of individual's personal aspirations and goals with regard to education in general.
The recruiting strategy for a K-12 facility should incorporate a broad range of opportunities for new hires and full fledged staff members to develop, analyze and even participate in ethically diverse programs and activities. The organization should promote diversity by regularly scheduling diversity activities and maintaining a strong commitment toward diversity over the long haul.
Certification/Classification large body of research supports the notion that ethically diverse institutions are more likely to attract and retain ethically diverse candidates than more homogenous ones (Spangler & Wicox, 2000). Because of this fact alone it is critical that all K-12 organizations work to establish and maintain an environment that is diverse, certified and classified.
Attracting diverse candidates in and of itself is not enough. An organization also has to assure that candidates are properly trained, certified and classified. To uphold the highest quality standards of education requirements for certification and classification must be evaluated, assessed and established prior to the recruiting and hiring process. It is critical that all candidates are evaluated with regard to their skills and abilities.
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This particular project specifically discusses recruiting, selecting and retaining a multi-ethnic, multi-racial faculty, but what if that just doesn't work out? How does a district address the needs of minorities if they just don't get the candidates they actually want? To quote a public school teacher I overheard one time, "If there are only two Black or Hispanic kids in the whole school, and people are not thoughtful and
Thus, we assume that children gifted in the arts are every bit as intellectually endowed as those with academic gifts. The relationships among giftedness, talent development, and creativity are challenging areas of research. Because researchers lack consensus about what constitutes creativity itself, progress in developing operational definitions of "creativity" has been slow (Clark & Zimmerman, 1992-page 344; Csikzentmihalyi, 1996; Hunsaker & Callahan, 1995-page 2). Although some scholars agree that creative
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
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country's public schools are experiencing dwindling state education budgets and increased unfunded mandates from the federal government, the search for optimal approaches to providing high quality educational services for students with learning disabilities has assumed new importance and relevance. In an attempt to satisfy the mandates of the No Child Left Behind Act of 2001, a growing number of special educators agree that full inclusion is the optimal approach
Askov points out that many adults returning to the educational system after failing to meet its standards will not succeed in a system that is built upon the same ideals. Race, class, gender, and corresponding power structures also play into how educators approach adult learners. Adult education presents a host of challenges not present in elementary education, problems that refer to the very values upon which the society is
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