Appendix 6-2

Bringing It Together Visioning Tool

 

Where Do We Start?
Key Question: Have we set goals to retain quality teachers who promote academic success for our students?

Guiding Questions

Where Are We Now?

Where Do We Want to Be?

  • How do we gather data?

  • What data do we routinely collect that could be helpful to us?
  • Have we identified any other sources and types of data that would be helpful?
  • Have we identified our sources of data regarding teacher retention?
  • Do the data show that working conditions could be a factor in teacher retention?
  • Do the data show that the role of the administrator could be a factor in teacher retention?
  • Is there any evidence that induction and mentoring programs are needed?
  • Have we selected specific achievement data that would help us understand if we have a problem?
  • Is the data disaggregated to help us make decisions (e.g., special education, math, science)?
  • Do we see any linkages between student achievement data and our teacher retention data?
  • Does the data suggest to us that we have a teacher retention problem? 
  • From the data we’ve selected, can we clearly link the data to teacher retention as a problem?
  • What reasons for the problem can we draw from the data?
  • How can we substantiate those reasons?
  • Have we considered root cause analysis to determine potential causes?
  • Does our review or analysis lead us to possible solutions?
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Who Should We Involve?
Key Question: Have we reached out to partners who can support our efforts to retain quality teachers?

Guiding Questions

Where Are We Now?

Where Do We Want to Be?

  • Who are the key players (e.g., principal, teachers, unions, human resources personnel, special education coordinator) who should be involved in examining teacher retention issues? 
  • How are teachers involved in the process?
  • Have we involved teachers who have left our system in the discussion?
  • Are there key players who have not been involved?  How can we involve them?
  • Have we reached out to institutions of higher education (IHEs) to discuss teacher retention?
  • How are IHEs involved in our recruitment and retention efforts?
  • Are there other ways to partner with IHEs?
  • Have we examined strategies in partnering with IHEs, such as professional development schools?
  • How do we communicate with parents and families about teacher retention?
  • Have we involved them in any way?
  • How do we communicate with the general community about teacher retention?
  • Have we involved community groups?
  • Are there ways that we believe that specific community groups (e.g. chamber of commerce, business, local government) would be helpful?
  • How do we want to involve them?
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What Do We Want to Do?
Key Question: Have we developed a school improvement plan that includes strategies for retention of quality teachers?

Guiding Questions Where Are We Now?

Where Do We Want to Be?

  • How can our teacher retention effort fit into our current plans for school improvement?
  • Are there ways that the teacher retention plan can enhance our efforts in school improvement, such as improved student achievement in specific content areas or for specific groups of students?
  • Does everyone involved understand the linkages to the overall school improvement plan?
  • Have we identified possible solutions based on our analysis of the data?
  • Will these solutions directly impact upon the root causes or issues we’ve discussed?
  • Who will be included in the development of the action plan? Have we left anyone out?
  • Does the action plan consider each of the three identified strategies (working conditions, role of the administrator, and induction and mentoring)?
  • Do we have evidence that the solutions that we propose may work?
  • Is there a designated individual for each activity?
  • Does the plan show how we know that each step has been accomplished? What measures will we use?
  • Are timelines reasonable?
  • Are resources and funds clearly allocated?
  • Have we identified any barriers or constraints?
  • Does the plan address staff development needs?
  • How will we share our results?
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How Do We Do It?
Key Question: Have we created a supportive environment that ensures retention of quality teachers?

Guiding Questions

Where Are We Now?

Where Do We Want to Be?

  • Does the plan emphasize linkages between student achievement and teacher retention?
  • Is there steady, consistent leadership in place to implement the action plan?
  • Have areas of concern (working conditions, role of the administrator, induction and mentoring programs) raised by teachers emerged and been addressed by leadership?
  • Have we created opportunities for expanding leadership activities to a greater number of people, including teachers?
  • Have we assigned reasonable responsibilities for completion of tasks and activities?
  • Does everyone understand the delegated responsibilities?
  • Are the individuals identified within the plan reasonable choices for the actions or strategies to be implemented?
  • Does each action fall within the area of responsibility of the identified person?
  • Are there any tasks or action steps that need additional personnel to accomplish?
  • Have staff development needs been identified by teachers and other key players?
  • Have we established staff development and training priorities based on the expressed needs?
  • Have we incorporated staff development and training into the plan for action?
. .


 

Where Do We Go From Here?
Key Question: Have we created a framework for feedback and continuous improvement to retain quality teachers?

Guiding Questions

Where Are We Now?

Where Do We Want to Be?

  • Have we included an evaluation design in the initial stages of plan development?
  • Does the evaluation design address working conditions, role of the administrator, and induction and mentoring programs?
  • Have we established a process/procedures for collecting data and information?
  • Are we using a variety of means/measures to collect data on planned activities?
  • Have we established regular reviews of performance data to monitor progress?
  • How will we share results with key partners?
  • Have we established both formal/informal ways of recognizing accomplishments and expressing appreciation?
  • Have we organized year-end events to demonstrate progress and encourage continued participation?Have we worked with key partners to develop strategies for continuous growth?
  • Have we expanded the base of support to promote sustainability?
  • Have we celebrated changes in organizational or individual behaviors that promote teacher retention?
  • Will we build in time for self-renewal and thoughtful reflection to create energy?

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