Four strategies for competing in the recruiting arena.

Teacher recruitment has changed dramatically in recent years with even more drastic shifts looming. The dynamic landscape is buffeted by demographic and cultural forces that have been building for years. The main culprits behind a growing shortage of qualified teaching candidates include a teacher force that is rapidly reaching retirement age and the wider career options available to young educators coupled with a more demanding classroom environment. The result is a severe shortage in the West, Southwest and Southeast regions.

Our school system of 24,770 students has been dealing with the rigors of recruiting personnel with what we consider four innovative teacher recruitment strategies. I describe below some of the tactics we use.

Varying Factors

Specific measures will vary, depending on environmental, fiscal, regulatory and political factors at play in a school district's recruiting arena. For these reasons, senior-level officials should be apprised by human resources staff of the overall recruiting plan and the specific tactics being used in recruiting.

* Strategy l: Develop a formal recruitment plan.

The recruiting plan should embody appropriate strategies and specific recruitment tactics. The plan, drafted by a district official, should be critically reviewed by both internal and external stakeholders prior to adoption.

Sharon Patterson, superintendent in Bibb County, presents the teacher recruiting plan to the board of education at the district's annual board retreat. "Their deep knowledge of the community is essential in retooling and refining our efforts," she says.

The plan should be reviewed periodically but not less than quarterly. It is recommended that the plan be organized functionally (personnel, information technology, public relations) or in a matrix approach (candidate screening, recruiting incentives, promotional programs). The recruitment plan should reflect specific tactics such as the selection of an appropriate media mix and telemarketing effort to quickly identify quality teacher prospects on a regional and possibly nationwide basis.

Likewise, the school district should carefully consider the use and implications of relocation incentives and/or bonuses. In addition, effective recruiting plans are able to integrate and leverage district public relations activities into the teacher recruiting effort and synchronize both intermittent and year-round promotional campaigns for maximum exposure. Also, district officials need to analyze whether a targeted recruiting theme, say for math teachers, is more effective than a generic campaign that highlights the broader teaching profession.

Lastly, each year's plan should identify areas of technology that can be introduced or updated, such as the use of recruiting CDs in lieu of printed brochures or the use of specialized software.

* Strategy 2: Differentiate your district in a positive manner.

As the adage goes, "You get only one chance to create a great first impression." This advice applies to both employer and employee alike. In today's world of teacher recruitment, it is imperative that school districts consistently put their best foot forward.

Focus groups or "secret shopper" methodologies can be used by district officials to assess how their district is perceived by candidates throughout the recruitment, selection and employment processes.

These tactics include an assessment of parking lots, building lobbies and highly visible school common areas. Also, an attractive tour route should be developed for all potential employees.

In addition to a review of facility first impressions, a district's electronic image is also important. Make sure websites and electronic messages are accurate and timely.

A speakers bureau made up of teachers with timely subject expertise can position the school in a positive manner. For example, specific knowledge about other cultures, plant sciences, auto mechanics, local history and public speaking may be of interest to community groups and civic organizations.

Finally, the school district should develop and consistently reinforce positive "image cues" that are appropriate such as "technology-rich," "innovative instruction," "student-focused" or "a tradition of excellence" when developing promotional materials.

* Strategy 3: Create and sustain a teacher-friendly work environment.

School systems are often stereotyped as bureaucratic and with a perceived insensitivity toward the needs of their teachers. Too often the school district can lose sight of the cumulative effect of multiple layers of procedures and rules that can overwhelm even the most optimistic faculty member or enthusiastic job applicant.

On the other hand, instructional staff members from a perceived "teacher-friendly" school district will likely encourage teachers from other locales to join their ranks. This is the essence of word-of-mouth advertising, which can be a powerful ally to a district in a highly competitive recruiting environment.

Efforts to make the workplace more inviting for teachers may include the introduction of childcare services or after-school arrangements for children of teachers. Other initiatives could include the greater options in the selection of schools for children of district employees, encouraging faculty input into school-based issues and facilitating convenient options for advanced degree courses and other staff development opportunities.

Finally, some schools have developed sponsors or "buddy systems" for new teachers as well as innovative approaches for improving teacher performance in a non-evaluative, coaching environment that focuses on professional skills development.

* Strategy 4: Devise a "grow-your-own" recruitment plan.

Recent statistics on the nationwide production of new teachers are not encouraging. Some states are facing tremendous challenges in meeting annual recruiting goals. In Georgia, the Educator Workforce Research and Development Office has determined that thousands of new teachers will be needed throughout the state in response to teacher retirements, resignations and other workforce developments. One way to respond to this looming serious shortage of faculty is for each school system to grow its own supply.

Strategies for nurturing involve developing a career ladder to encourage school paraprofessionals to become fully certified and providing tuition assistance for district employees interested in a teaching career.

Likewise, an attractive teacher career kit can assist district guidance counselors in highlighting the profession for high school students. Similarly, a special effort should be made to nurture student teachers and to facilitate teacher cadet programs at the school level. Junior and senior college education majors should be encouraged to visit high school students about teaching careers. In return, school districts can provide education majors a chance to network with school principals and teaching staffs.

Finally, ask your retired teachers to develop a program about the traditions and evolution of the teaching profession. This type of approach may appeal to both traditional and non-traditional, "second-career" candidates interested in a career in teaching.

Careful Analysis

The development of a comprehensive and effective teacher recruiting program may not require an addition of human resources staff positions or a significant expenditure of district resources. Very likely much of this work is already being done to varying degrees by a variety of offices within the district. The key is not to initiate a lot of disjointed actions but to carefully analyze specific recruiting strategies and tactics that will work for your school system and its unique recruiting environment.

Finally, system officials should make sure that multiple departments (human resources, instructional technology, public relations) are involved in the recruiting effort and that all activities are aligned in the same direction. This gives a broad base of support for your efforts and ensures that recruiting activities leverage and complement one another.

Thoughtful analysis coupled with diverse sources of input will yield a more efficient and powerful recruiting effort.

Thomas Keating, formerly assistant superintendent for human resources, is a teacher recruiter with the Bibb County Public Schools, P.O. Box 6157, Macon, GA 31208. E-mail:[e-mail]