Recruitment & Retention Plan Elmbrook Schools

CONTENTS

The School District of Elmbrook Story ........................................................................................5 A District of Destination..........................................................................................................5 A Top Workplace ....................................................................................................................5 A Call to Action to Become What's Next ................................................................................ 6 Why Create a Recruitment and Retention Plan ......................................................................... 6 Retention Defined/Rate ......................................................................................................... 6 Why Retention Matters........................................................................................................... 7 Enrollment in Educator Preparation Programs ...................................................................... 8 School of Education Program Completers ............................................................................. 9 Emergency Licenses .............................................................................................................. 9 Five-Year Road Map ................................................................................................................. 10 Year 1 - Foundational Strategies ........................................................................................... 10 Year 2 - Strategic Advancement Strategies .......................................................................... 10 Year 3 - Transformational Strategies .................................................................................... 10 Year 4 - Sustain ..................................................................................................................... 10 Year 5 - Evaluate ................................................................................................................... 11 Employee Engagement & Data Input ....................................................................................... 11 Employee Engagement Survey ............................................................................................. 11 Stay Interviews ..................................................................................................................... 12 New Hire Surveys.................................................................................................................. 12 Exit Interviews ...................................................................................................................... 12 30-/90-Day One-on-One Interviews ...................................................................................... 13 Review of Survey Data and Processing ................................................................................. 13 Positive Feedback ................................................................................................................. 13 Opportunities ....................................................................................................................... 14 Workforce Planning .................................................................................................................. 14 Projected Turnover Analysis ................................................................................................. 14 Retirement Predictability...................................................................................................... 15 Talent Pool Creation ............................................................................................................. 15 Employee Life Cycle ................................................................................................................. 16 Talent Attraction ...................................................................................................................... 17

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Employer Value Proposition ................................................................................................. 17 Recruitment Marketing Committee ...................................................................................... 17 Website Enhancements ........................................................................................................ 18 Active Candidate Strategy .................................................................................................... 18 Job/Career Fairs .................................................................................................................... 19 Core Values Defined ............................................................................................................. 19 Alternative Certification Pathways ....................................................................................... 19 Future Teachers Program ..................................................................................................... 19 Recruiting Budget Development ..........................................................................................20 Passive Candidate Strategy ..................................................................................................20 Social Media Management/Campaign ..................................................................................20 Internal Referral Program .....................................................................................................22 Alumni Relations................................................................................................................... 23 University Relationships ....................................................................................................... 23 Networking/Professional Membership Organizations .......................................................... 23 Out-of-State Recruitment .................................................................................................... 23 Internship Programs ............................................................................................................ 24 Talent Acquisition & Selection ................................................................................................. 24 Initial Reach-Out to Applicant.............................................................................................. 24 Applicant Screening Policy & Guide ..................................................................................... 24 Interviewing Process & Team Training..................................................................................25 Background Check Process ...................................................................................................25 Candidate Shelf Life Goal .................................................................................................... 26 Cost of Hire .......................................................................................................................... 26 Video Interviewing ............................................................................................................... 26 New Employee Onboarding ..................................................................................................... 27 Offer Process ........................................................................................................................ 27 Pre-First Day Welcome ......................................................................................................... 27 New Hire Training Plan ......................................................................................................... 27 Onboarding Plan - District Activities ..................................................................................... 27 Onboarding Plan - Site Activities ......................................................................................... 28 Support Staff Mentor Program ............................................................................................ 28 New Employee Integration ...................................................................................................... 29 3

Core Value Activities ............................................................................................................ 29 Student Activity Opportunities ............................................................................................ 29 New Employee 30-/90-Day Surveys ..................................................................................... 29 Collegial Connections .......................................................................................................... 29 Peer Led Groups ................................................................................................................... 30 Tools/Resources - Repository of Information ........................................................................ 30 Quality of Hire Report Card .................................................................................................. 30 Employee Retention & Engagement ........................................................................................ 31 Compensation Benchmarking & Communication ................................................................. 31 Total Employee Rewards ...................................................................................................... 31 Wellness Committee Focus on Work/Life Balance ................................................................ 32 Time Off Enhancement ........................................................................................................ 32 Employee Recognition Committee ....................................................................................... 32 Special Education Teacher Pipeline Grant ............................................................................ 32 New Hire Employee Satisfaction Surveys ............................................................................. 33 Administrative Transparency ................................................................................................ 33 Administrator Benefit Benchmarking ................................................................................... 33 Calendar & Time Examination .............................................................................................. 33 Teacher Compensation E3 Model Redesign .......................................................................... 34 Support Staff Compensation Model Creation ....................................................................... 34 Financial Wellness Loan Forgiveness Programs .................................................................... 34 Job Description Right-Sizing - Support Staff ........................................................................ 34 Stay Interview Action Plans & Communication ..................................................................... 34 Career Development Lattice Programs................................................................................. 35 Individual Development Plans .............................................................................................. 35 Retention Bonuses ................................................................................................................ 35 Employee Discount Program ................................................................................................ 36 Employee Management & Separation ...................................................................................... 36 Offboarding .......................................................................................................................... 36 Revised Exit Interviews ......................................................................................................... 37 Annual Performance Review - Support Staff ........................................................................ 38 Nine-Box Evaluation ............................................................................................................. 38 Measures of Success ................................................................................................................. 38 4

Initial Plan Implementation ...................................................................................................... 39 Appendix A: Recruitment & Retention Plan Activity Matrix - by Life Cycle Stage ................... 40 Appendix B: Recruitment & Retention Plan Activity Matrix - by Year ...................................... 43 Appendix C: Area District Turnover Data and Retention Strategies ........................................ 46

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THE SCHOOL DISTRICT OF ELMBROOK STORY A DISTRICT OF DESTINATION The School District of Elmbrook is a top tier public school district located in suburban Milwaukee. The District serves over 7,000 students with a dedicated and highly skilled staff of over 1,100. Elmbrook is consistently ranked as one of the top five school districts in the state of Wisconsin, and the two flagship high schools are consistently ranked in the top 400 high schools in the nation by Newsweek magazine.

All ten of the District’s schools earned the highest ratings on the 2017-18 State Department of Public Instruction Report Card, with eight schools earning the highest rating of “Significantly Exceeds Expectations”.

Elmbrook is a leader in its school improvement planning processes, using a dynamic strategy management approach to goal setting and action plan development.

A TOP WORKPLACE The School District of Elmbrook is a top place to work. According to niche.com, a website that combines rigorous analysis with authentic reviews to highlight the best schools, companies, and neighborhoods, Elmbrook Schools ranks in the top three places to teach in Wisconsin, and all schools received a rating of A+.

Current and former employees also rate the District as a 4.6 out of 5.0 as a place to work at indeed.com.

Quotes include: “Being able to be a positive role model was very rewarding.” Paraprofessional “The most enjoyable part of the job is being around people I care about deeply and getting praise for the hard work I put into my area and others’ areas.” Custodian “The most enjoyable part of the job was getting to know the people I was working with and learning to work together. Also, I really enjoyed interacting with the students.” Food Server

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“I held a supervisory position and had several administrative assistants under me. It was a rewarding position.” Administrative Assistant “I got to know the staff at a lot of the schools. The administration and staff are very friendly.” Substitute Teacher “Great place to work, great kids, great staff, great management. Well recommend working here. Great program for the kids. Caring place. Great set up in the school environment.” Teacher Staff testimonials at glassdoor.com include: “Great place to work. Couldn’t be happier with my experience. Good pay, great people. Supportive administrators throughout the district.”

“Incredibly friendly staff, amazing benefits, and workplace flexibility. The school district is strong both from an academic standpoint and also from a business standpoint, and the biggest pay-off is from the success of students. Highly recommend this employer.”

A CALL TO ACTION TO BECOME WHAT’S NEXT In 2018-19, Elmbrook Schools adopted the tagline “Become What’s Next”. This embodies the continuous growth and development that the students and staff members attain through their learning and work with the support of the great community. The ‘become what’s next’ brand emphasizes the District’s focus on the unique journey of each student and staff member. This is achieved with all stakeholders working collaboratively to meet the district’s mission: to educate and inspire every student to think, to learn, and to succeed, and this is only possible through the collective efforts of the talented staff!

The District has identified the strategic goal of attaining 95% retention by 2021. This can be accomplished with keen focus and attention on acquiring and engaging all employees with the guidance of a recruitment and retention plan. Employee retention strategies are important to help create a positive work environment and strengthen an employee’s commitment to the District. And most importantly, retention strategies will help Elmbrook Schools remain a top performing district of destination!

WHY CREATE A RECRUITMENT & RETENTION PLAN? RETENTION DEFINED Retention rate is the percentage of employees that stay with an organization, and turnover describes the percentage of employees who leave an organization, by either voluntary resignation or involuntary termination. Attempting to retain all employees is unrealistic, and some level of turnover is desired to allow for an influx of talent and fresh ideas from new employees. Overall, the District’s retention is strong among full-time staff at over 93%.

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2017-18 RETENTION RATE BY GROUP

Employee Group

Retention Rate

Teachers Administrators Administrative Assistants Facilities Staff Health Room Assistants Nurses Special Category Staff Special Category Leadership Special Education Assistants Total FT Retention

93.28% 96.90% 84.61% 93.33% 95.54% 100.00% 89.84% 89.41% 88.38% 93.48%

WHY RETENTION MATTERS Elmbrook’s mission is to have the happiest and healthiest employees around! Creating a school culture of staff engagement and support that cultivates retention is important for a variety of reasons.

1. Turnover has a negative impact on student achievement. “When a teacher leaves a school midyear, it disrupts the continuity of a child’s learning experience. Turnover also severs the relationships formed between teachers and their students, as well as the parents and guardian.

As a result, the child’s academic support system is weakened, a problem that may be more detrimental for students living in poverty who have fewer supports to begin with.” (The Conversation, September 7, 2018) 2. Turnover also has significant financial costs, with teacher replacement costs, including expenses related to separation, recruitment, hiring, and training costing on average $9,000 per teacher in rural districts to more than $20,000 in urban districts. (Learning Policy Institute, November 13, 2017) 3. Teacher shortages are prevalent. School districts have reported since at least 2015 having trouble finding enough qualified teachers to fill open slots, leading more states to open up temporary teaching jobs to people with no official training, according to the Learning Policy Institute, a nonpartisan education-policy research group. (12/28/18 Wall Street Journal – “Teachers Quit Jobs at Highest Rate on Record”). There are many reasons for the national teacher shortage:  Generation Z are not selecting education as profession – According to a national ACT performance report in 2017, only 5% of 2 million test-takers listed education as their career choice.  Significantly fewer traditional education graduates  High turnover – Over 50% of new teachers leave profession in 5 years.

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Greening of workforce: With Boomers retiring, Millennials will make up 50% of US workforce by 2030. Districts must find ways to retain them as teachers. (School Administrator, December 2018) Millennials want a job purpose but are not loyal to one employer. A 2011 Pew Research survey revealed that of 800 respondents, only 30% viewed their job as a career. Millennials do not view turnover or failure to stay with a job as a negative mark. (School Administrator, December 2018) Demanding work Lower pay than other professions – U.S teachers are paid 30% less on average than other college graduates according to the Organization for Economic Co-operation and Development (OECD).

Low professional prestige

ENROLLMENT IN EDUCATOR PREPARATION PROGRAMS IS DOWN – DPI DATA

According to the WI Department of Public Instruction, WI universities have experienced a 35% reduction in student enrollment in the School of Education. This number is even lower in some surrounding states, including Illinois, Michigan, and Indiana.

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FEWER SCHOOL OF EDUCATION PROGRAM COMPLETERS- DPI DATA

Of the students enrolled in the School of Education, there has been a 28% decline in the number of program completers. Illinois and Minnesota have seen ever greater drops in the completion rate.

EMERGENCY LICENSES AND PERMITS – DPI DATA

DPI continues to issue 1-year, emergency teaching licenses each year in response to the teacher shortage. Elmbrook has requested 27 emergency licenses for teachers and administrators since the 2014-15 school year, including nine (9) requests for the 2018-19 school year.

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FIVE YEAR ROAD MAP

A 5-year recruitment and retention plan is recommended to advance the strategic initiative of talent acquisition and retention.

YEAR 1 – FOUNDATIONAL STRATEGIES Year 1, 2019, will focus on creating a solid base layer of fundamental business practices critical to the success and sustainability for future projects and functions addressed in succeeding layers.

YEAR 2 – STRATEGIC ADVANCEMENT STRATEGIES Year 2, 2020, will transition from the strong base foundation to a much different approach in project work. It will be very tactical and administrative in nature; however, it is another critical layer to the roadmap for success. It is the opportunity to document and create a repository of processes and procedures.

YEAR 3 – TRANSFORMATIONAL STRATEGIES Year 3, 2021, will focus on more of the transformational aspect of the strategic plan by focusing on behaviors, developing emotional intelligence, and gaining the District’s brand as one unified voice telling the Elmbrook story. Strategies initiated in Year 1 and Year 2 will be fully operational.

YEAR 4 – SUSTAIN By the start of Year 4, 2022, the District will have fully integrated all recruitment and retention strategies. All improvements and goals will be aligned with the established strategy and deployment plans set by the District. Key processes will have been defined with process owners assigned and 11

identified to manage each area appropriately. Talent measurements and metrics will be critical and will lead the path to identify continuous improvement opportunities in Year 5.

YEAR 5 – EVALUATE Year 5, 2023, is the beginning of the review and evaluation cycle. It is best practice to evaluate internal practices every 3-4 years to review, revise, and continuously improve. Evaluation will be woven through all levels to identify and remove roadblocks. Leaders must identify opportunities for improvement, mobilize the resources and skills to capitalize on those opportunities, and make strategic decisions about the tools, resources, and techniques to meet revised retention goals.

EMPLOYEE ENGAGEMENT & DATA INPUT

The Recruitment & Retention Plan was developed over the course of many months and involved many key stakeholders. Various staff engagement tools were utilized, and staff feedback was solicited through many listening sessions. MRA – The Management Association, assisted with both exit and stay interviews, and Novo Group performed an audit of current District recruitment and retention efforts.

Area districts with low teacher turnover were also consulted (results in Appendix C). Staff input from engagement tools and feedback sessions, Novo Group findings, and best practices have helped inform this plan.

STAFF ENGAGEMENT TOOLS EMPLOYEE ENGAGEMENT SURVEY The District has been engaging all 1,200 employees in order to attract and retain the most talented staff to positively impact students’ lives. One tool utilized has been an annual Employee Engagement survey that asks staff questions in five (5) drivers of employee engagement: 1. Meaningful Work = this includes risk-taking, satisfaction with job, collaboration, and reflection time 2. Growth Opportunity = this covers professional development, self-directed learning, and sharing of knowledge with others 3. Hands-on Management = this represents voice in goals, meaningful feedback, and leadership skill and potential development 4. Trust in Leadership = this reflects how your own work connects with the district mission, hiring of highly effective staff, leadership transparency, and inspiration 5. Positive Work Environment = this includes work/life balance, respectful environment, recognition, and safety sharing diverse ideas In the spring of 2018, 529 staff participated in the survey, a participation rate of 44%.

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STAY INTERVIEWS A new tool utilized this year is the Stay Interview. Stay interviews are designed to learn what makes current employees want to keep working for an organization and elicit what might make key employees want to leave. The District engaged with MRA – The Management Association to conduct interviews with current staff members to learn more about how to better attract new employees and retain the district’s great employees. 66 of a possible 83 employees participated in the stay interview, an 80% participation rate. Employees representing administrators, teachers, special category staff, facilities staff, administrative assistants, and special education assistants were selected from each school and CAO. Staff were asked quantitative data in five (5) areas corresponding to the Employee Engagement survey as well as qualitative data in response to open-ended questions.

NEW HIRE SURVEYS Another new tool implemented this school year is a survey of full-time staff who were hired in the 201617, 2017-18 and 2018-19 school years. 105 of 156 teacher, administrator and support staff members participated, a response rate of 67%.

Feedback was solicited to learn: 1.

2.

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4.

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Why staff selected Elmbrook Schools; How pleased staff are with their decision to join Elmbrook Schools; What might entice them to leave; Where they actively searched for a job; The ease of the application process; How emotionally connected they are with Elmbrook Schools; and Whom staff would like to get to know better.

EXIT INTERVIEWS The District has contracted MRA – The Management Association to conduct exit interviews of staff who voluntarily left the district for several years. At the end of the 2017-18 school year, 59 of 128 staff members participated, a participation rate of 46%. Of the respondents, 45% were teachers, 19% were special education assistants, and 36% represented administrators, custodians, and other employee categories. Questions were categorized into the following topics:          

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Recruitment & Orientation Management Effectiveness Supervisory Effectiveness Leadership Communication Compensation & Benefits Quality & Productivity Employee Development & Recognition Quality of Work Life Work/Life Balance

30-/90-DAY ONE-ON-ONE INTERVIEWS Supervisors meet with new staff after 30 and 90 days of employment to gauge organizational challenges that may be hindering productivity and provide support as needed. Additionally, new staff are asked for referrals for future vacancies. Staff are asked: 1.

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How do we compare to what we said we would be like?

What is going well?

How can we improve the experience of our next new hire and his/her first 30 or 90 days?

Are there things from your previous job that might be helpful to us?

Is there anyone you know that would be a valuable addition to our team?

What can I do in the next 5 months to better support you as you transition to your new position?

49 new staff members hired during 2018-19 participated in these discussions.

STAFF ENGAGEMENT DATA: SHARING, FEEDBACK AND OPPORTUNITIES REVIEW OF SURVEY DATA AND PROCESSING The Exit Interviews, Stay Interviews, and New Hire Survey results were shared with the following groups for feedback: Teacher Stay Interview participants Teacher Round Table – 2 sessions Administrators – 2 sessions Support Staff: Administrative Assistant and Special Category Stay Interview participants, Facilities Staff, and Instructional Assistants separately Elmbrook Education Association (EEA) Participants were asked to reflect on what data was most concerning and suggestions for positive change.

POSITIVE FEEDBACK There are many areas of celebration that can be identified in all of the survey results. Overall, staff are very pleased to work for the School District of Elmbrook, and there is an environment of respect. There are strong results in staff collaboration with teams feeling empowered and having clear work expectations. Staff feel their work is aligned to the District mission and understand how their job contributes to the success of the District. There are opportunities and encouragement for self-directed learning and sharing of professional development. Staff report feeling valued and supported by their supervisor and have confidence in their abilities and actions. Overall, staff like the people with whom they work. 95% of the new hires surveyed as pleased or very pleased by their decision to join Elmbrook, and nearly 80% are emotionally connected to the District.

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OPPORTUNITIES In analyzing the results of the engagement and feedback tools, there are common themes that are identified as areas of dissatisfaction and staff concern.

1. Staff in all areas feel there is little time to reflect, think, and create.

2. Career development pathways need to be more clearly defined for both teachers and support staff.

Many staff to do not feel there are opportunities for leadership and/or advancement in the district.

There is not strong agreement that supervisors have discussed career objectives and pathways.

3. Meaningful feedback needs to be provided through both formal evaluations and ongoing sharing.

4. Staff indicate the desire for additional district-offered professional development and professional development bonuses for support staff.

5. Trust between employees and administration as well as leadership transparency can be improved.

6. The District does not implement practices that support work/life balance.

7. Some staff expressed that there is not respectful treatment of employees at all levels.

8. The District should celebrate its successes and not continuously push to be even greater.

9. Staff are not satisfied with their level of compensation relative to comparable districts and employers.

WORKFORCE PLANNING

Strategic planning of the workforce is a key element in identifying the nature of jobs and the targeted talents in an organization. It is used proactively to forecast for talent needs and to ensure that the supply of internal and externally sourced employees meets those needs, and budgets are developed according to the plan. Strategic workforce planning is a long-term look and includes anticipating future talent needs, determining and evaluating likely sourcing options, and establishing an effective workforce metrics strategy. By planning ahead and forecasting future needs with predicted talent levels, good workforce planning helps ensure that there is a qualified individual to fill each vacancy.

FOUNDATIONAL STRATEGIES – YEAR 1 PROJECTED TURNOVER ANALYSIS There are four (4) types of employee turnover to measure: 1.

2.

3.

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Retirements Internal Transfers Involuntary Turnover Voluntary Turnover

The District will begin to track all turnover measures in an attempt to better understand the reasons behind employee departures.

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STRATEGIC ADVANCEMENT STRATEGIES – YEAR 2 RETIREMENT PREDICTABILITY Human Resources will build a model, by site and department, of a 5-year retirement projection. An examination of average retirement age of employees in the last three (3) years will help inform the projected retirement trend.

TRANSFORMATIONAL STRATEGIES – YEAR 3 TALENT POOL CREATION Internally and externally sourced talent pools will be developed to fill future vacancies. Internal talent pools to capture specific needs will be created through succession planning and individual development plans. External talent pools will be sourced through both active and passive recruitment strategies.

These concepts are explored in this report.

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EMPLOYEE LIFE CYCLE The employee life cycle is a concept in human resources management that describes the stages of an employee's time with a particular organization and the role the human resources department plays at each stage. The employee life cycle encompasses various stages in the career of an employee, beginning with recruitment and concluding with departure from the organization.

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Talent Attraction Talent Acquisition & Selection New Employee Onboarding New Employee Integration Employee Retention & Engagement Employee Management & Separation

Strategies for each phase of the employee life cycle are recommended.

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TALENT ATTRACTION

The first stage of the employee life cycle is talent attraction. An employee’s experience and expectations about the district start in the attraction stage. In the current state of educational talent shortages, there is great competition for talent, and attracting the right talent is crucial. The District needs a strong brand that reinforces vision, mission, and values. This section includes strategies that define Elmbrook’s differentiators as a district of destination.

FOUNDATIONAL STRATEGIES – YEAR 1 EMPLOYER VALUE PROPOSITION An Employer Value Proposition is a strategic statement that defines how the district wants to be perceived by its employees and the value that employees get from working for the district. It embodies the district’s values and ideals and is a fundamental step in defining an employer brand strategy for talent acquisition. It provides current and future employees with clear reasons to choose and stay with an employer.

The District will create an Employer Value Proposition that will become a consistent communication method of the “why” of Elmbrook.

It is affected by what the District communicates along with opinions, reviews, and news. Defining and managing the Employer Value Proposition is an important tool for differentiating Elmbrook from other area school districts and will be the foundation on which successful recruiting efforts will occur.

RECRUITMENT MARKETING COMMITTEE The District has a great story to tell! The Marketing Committee will develop a variety of methods to communicate the district’s differentiators and Employer Value Proposition statement. A recruitment campaign, focusing on promoting Elmbrook’s strong academic standards and student achievement,

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will be created. It will emphasize the “why” of Elmbrook and will highlight that Elmbrook is a district that values its staff. Working in Elmbrook is more than a career, it is a lifestyle.

WEBSITE ENHANCEMENTS The Marketing Committee will analyze the District’s talent attraction features of the website and create enhancements to enrich the candidate experience. Visuals will be added to show careers in action, focusing on diversity when available. Job listings will include information about the District’s work culture and employee testimonials. Videos, including the Engaged in Excellence Awards, will help candidates feel the strong culture of working in Elmbrook. All messaging will continue to tell the story of “why Elmbrook?” created by the Marketing Committee.

ACTIVE CANDIDATE STRATEGY This strategy encompasses traditional on-line recruitment efforts. The District currently recruits using the following websites: All Vacancies WECAN Fast Track District website Teachers Social Media: Twitter, LinkedIn, Facebook Administrators WI School Leadership Center WECAN LinkedIn Facilities Staff Indeed.com Administrative Assistants Milwaukee Jobs Indeed.com HPGM (Hispanic Professionals of Greater Milwaukee) LinkedIn Special Education Assistants WI Tech Connect Special Category Staff Indeed.com LinkedIn Tech Connect

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Additional on-line sourcing will be incorporated, including Glassdoor. Staff will be e-mailed all vacancies, and the weekly news blasts will continuously be updated with current job openings.

JOB/CAREER FAIRS The District currently attends a variety of university job fairs at CESA 1, WI Educational Recruitment Fair at UW-Madison, and at UW-Milwaukee. This is the opportunity to meet a large number of active job seekers and differentiate Elmbrook. Often the candidates seeking employment do not align to the current job vacancies and resumes are not retained.

Job fair candidates will have the opportunity to enter data electronically into a data collection system that can be converted to a .csv file and then uploaded into FastTrack. Candidates will receive a followup thank you email from Human Resources with an invitation to apply. Promotional materials and a link to Elmbrook’s Careers website page will be sent to the candidates.

CORE VALUES DEFINED The District needs to understand what about the School District of Elmbrook is most important to students, families, and the community as well as what is unique about working in Elmbrook. These core values will reflect the future vision of the District and will shape the profile of successful candidates who can help to achieve the District’s mission, vision, and goals. They must resonate with the personal values of those working in the district, becoming an integral part of the district’s culture.

Core values will be incorporated into the screening and selection process to ensure that new hires demonstrate these attributes. A repository of behavior-based interview questions will be created to align to each core value.

ALTERNATIVE CERTIFICATION PATHWAYS To combat the teacher shortage, the Department of Public Instruction has developed a variety of alternative certification pathways to teacher licensure. This includes a WI Alternative Route pathway for people who hold a Bachelor’s degree in the subject area of a license but have no education credits.

These programs lead to licensure in shortage areas, including Mathematics, Science, Special Education, ESL, World Languages, Technology Education, and Business Education. Specific programs such as the CESA 1 Proficiency Based Licensure Program and the on-line American Board for Certification of Teacher Excellence are two alternative program pathways.

The District can recruit unlicensed teacher applicants in shortage areas and support them through alternative certification pathways and ongoing district-provided professional development, coaching, and mentoring.

FUTURE TEACHERS PROGRAM The District’s LAUNCH program offers a strand designed to introduce high school students to the profession of teaching. Human Resources is partnering with Teaching & Learning to develop strategies to maximize student participation with the Future Teachers program and will seek authentic experiences for students. Remaining connected to the students throughout their academic career and offering student teaching placements will help to create a new pipeline of future employees.

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RECRUITING BUDGET DEVELOPMENT The District needs to ensure that all talent acquisition strategies are financially supported. Expenses pertaining to advertising, attendance at recruiting events, website management, promotional materials, and other fees will be tracked and become part of the strategic budget development process.

STRATEGIC ADVANCEMENT STRATEGIES – YEAR 2 PASSIVE CANDIDATE STRATEGY Passive candidate recruitment is a deliberate strategy to attract candidates who are not or not yet looking for a job. It delivers the District’s Employer Value Proposition in a manner which introduces prospects to the District and courts them into more active interest over time. Effectively done, content is highly relevant to the prospect and placed or delivered in a non-recruiting setting where it will get or keep their attention.

The Marketing Committee will focus in year 2 on strategies to reach beyond candidates who are actively seeking district employment and begin to target those candidates who have not yet begun a job search. Strategies will include social media posts, emails to WECAN candidates who have not applied to Elmbrook, publicity on general internet sites, and networking opportunities.

SOCIAL MEDIA MANAGEMENT/CAMPAIGN The Marketing Committee will focus outreach efforts using social media. A social media calendar of messaging will be created to maintain up-to-date social media postings relevant to talent attraction, engagement, and retention strategies.

Millennials are the group of people used to looking online for information. They want an emotional connection and to work for an organization without having to compromise ethics and beliefs. Social media will be needed for the effective presentation of the Employer Value Proposition to target this group of job seekers. Social media will give the District the tools to present itself in the best possible light, differentiating it among other districts. Keeping the composition of the District’s workforce in mind, the Marketing Committee will explore a variety of strategies for an active social media presence.

The District can consider paid advertising campaigns using LinkedIn (87% of recruiters use this as the top social network of choice), Facebook (second at 55%), Twitter (used by 47% of recruiters), and Instagram to name a few. These paid ads have a maximum reach for both active and passive job seekers. A campaign that brings together multiple social channels will deliver the best results in terms of reach and targeting. Engagement levels will be monitored to determine the most effective outreach.

The Marketing Committee can continuously update the District’s LinkedIn page, adding refreshed content to showcase pages and encouraging employees to link job vacancies to their LinkedIn profiles.

Administrators and other leaders will be encouraged to participate in LinkedIn groups to attract top talent in a highly competitive environment. LinkedIn Pulse will also be explored, allowing the District to publish an article on any topic of interest to job seekers. The use of Pulse can distinguish the District as

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an authority in the field of education and establish it as in influencer to maximize recognition and connect with talent.

Another strategy will be identifying the Twitter, Facebook, and Instagram hashtags that job seekers follow or creating our own unique hashtag. The Marketing Committee will identify meaningful district content and link informative posts.

The use of Instagram can be an effective tool to reach Millennials and infuse some fun into the recruitment process. Creating a District Instagram profile allows the District to easily reach many active users. Pictures of employees engaged with students and student activities will help profile the District and share the District’s brand identity.

Glassdoor has a fee-based program, Enhanced Employer Profiles, that allows employers to include their own content on Glassdoor profiles. Job seekers often look to Glassdoor to see what other employees are saying about the organization and the competitiveness of salaries. The District can consider paying this fee to allow for the posting of biographies of leaders, social medial links, and referrals.

Glassdoor also offers two marquee awards celebrating outstanding employers and leaders, based entirely on employee feedback, Best Places to Work and Top CEOs. Unlike other workplace awards, there is no self-nomination process and no costs involved. Winners are determined based on feedback provided by employees. Employees can anonymously complete and submit a rating and review of the District, providing insights into job and workplace attributes, along with qualitative feedback into the best reasons to work at Elmbrook and what needs improvement.

Elmbrook Schools currently has a very high Glassdoor rating, and the Marketing Committee can explore how to enhance the District’s reputation by leveraging employee participation to help attract new applicants.

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Passive candidates can be reached in an innovative way using a live streaming social media channel like Periscope. It enables live streaming with the participation of the audience, allowing the chance to give people an inside view into the district’s culture. Content can be tailored to a specific group of people.

Modifications can be made on the go based on feedback received during the live stream. This may be a strategy successfully used with university students in partnership with a university.

INTERNAL REFERRAL PROGRAM Employees can be the most effective promoters of the District. To achieve the best possible results with social media campaigns, the District can involve employees in the recruitment process.

Employees can be asked to share a recruitment ad via their individual social media profiles. They can increase the scope of the message. The Marketing Committee will create a social media policy to address this. The set of guidelines will make it easier for employees to get the correct message out without negatively impacting the District’s reputation.

A bonus system for employee referrals will be established. Employee referrals are considered one of the most productive recruiting strategies. Referred employees may take the shortest time to hire and have a lower turnover rate. Employees who refer candidates to the District will receive a bonus when the candidate is hired. The amount of the bonus may vary depending if the candidate is hired into a critical shortage area. Administrators will continue to seek referrals with the 30- and 90-day new hire check-in interviews, and Human Resources will maintain the list of viable candidates and reach out when appropriate.

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ALUMNI RELATIONS Social media is also an effective way to stay connected with former School District of Elmbrook graduates. LinkedIn may be an effective social media marketing strategy to stay connected with alumni of the district. By strengthening alumni connections, the District will be able to:  Build District brand awareness by sharing news and features  Provide an open forum for discussion and conversation with the school community  Post related jobs and opportunities to recruit more qualified staff Given that the District’s student demographics display a greater level of diversity than that of the staff, this may be an opportunity to increase diversity hiring efforts.

UNIVERSITY RELATIONSHIPS The District already enjoys strong relationships with area universities and participates in various university recruitment fairs. The District will target surrounding universities to learn more about university career services and ways in which to interact with university students. Administrators will be encouraged to identify one university and work to explore opportunities for engagement with that university. This may include participation in mock interviews and educational panels, inviting in student teachers, and guest lecturing. Building these relationships will increase the District’s campus brand and build vital relationships with university faculty, all with the goal of fueling future talent pipelines.

State organizations such as the WI Association of School Personnel Administrators should be encouraged to partner with universities to help find strategies to attract students into education programs.

NETWORKING/PROFESSIONAL MEMBERSHIP ORGANIZATIONS Human Resources will create a list of all professional memberships in which the administrators participate, identifying additional organizations to consider joining. Getting involved and making connections to other area talent attractors can help establish district brand awareness and generate interest in working in Elmbrook. Staff will be encouraged to attend networking events and present at conferences where possible.

TRANSFORMATIONAL STRATEGIES – YEAR 3 OUT-OF-STATE RECRUITMENT The District can explore recruitment of candidates from out of state. This can include new graduates from universities outside of WI as well as experienced staff. The Department of Public Instruction has made it easier for out-of-state applicants to receive a WI teaching license. Educators who hold a license from another state and have at least one year of experience working in a school under that license will receive a five-year license with the Out-of-State pathway based on reciprocity.

Strategies can include direct advertising with universities, attendance at recruitment fairs, and outreach through WI universities to graduates who have moved out of state. This may additionally serve to reach candidates of diverse backgrounds.

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INTERNSHIP PROGRAMS The WI Improvement Program (WIP) provides an excellent opportunity for the District, university, and DPI to collaborate in the preparation of future teachers. WIP pairs promising student interns with experienced cooperating teachers in a semester-long clinical experience. In addition to offering support for the students in the classrooms, the internship program helps expand the pipeline of future talent. Students who have successfully completed internships are viable candidates for vacancies.

TALENT ACQUISITION & SELECTION

The second stage of the employee life cycle is talent acquisition and selection. Talent acquisition goes beyond recruitment. It focuses on long-term human resources planning and finding appropriate candidates for positions that require a very specific skillset.

FOUNDATIONAL STRATEGIES – YEAR 1 INITIAL REACH-OUT TO APPLICANT It is important to keep potential hires actively engaged throughout the hiring process to maintain their interest. An applicant’s energy and enthusiasm for the District will be maintained with regular contact during the posting and screening period. The District will create an auto reach-out campaign to applicants with incremental messaging occurring every 3-5 days after the candidate applies. Messages will be tied to the District’s Employer Value Proposition, core values, and other District recognition and retention programs to showcase the District’s welcoming culture.

APPLICANT SCREENING POLICY & GUIDE The screening process begins with an analysis of the application materials submitted by applicants in response to a posted vacancy. The screeners are responsible for selecting candidates for interview who meet the minimum requirements and are the most qualified to fill the vacancy based on the advertised required and preferred qualifications. An applicant screening guide will be created to allow for the documentation of each applicant’s qualifications compared to the posted qualifications. Screeners will

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be trained to identify personal biases that might influence perceptions about applicants, with the goal of creating an inclusive and diverse candidate pool.

INTERVIEWING PROCESS & TEAM TRAINING Working with the Administrative Cabinet, a district-wide, standardized interview process will be created, allowing for personalization by the hiring manager. Current best practices will be examined and shared. This will result in the creation of:   

Interview process guide Behavior-based interview questions and ratings rubrics aligned to the District’s core values and Gallup’s predictors of teacher success Candidate debrief selection template

BACKGROUND CHECK PROCESS When an employer uses an applicant’s background information to make an employment decision, the employer must comply with federal laws that protect applicants from discrimination. Third party screening providers need to be Fair Credit Reporting Act (FCRA) compliant. The District will contract with an established and credible FCRA compliant provider for criminal background screening. This will ensure that proper disclosures are collected and a standard process is followed for any adverse action required.

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STRATEGIC ADVANCEMENT STRATEGIES – YEAR 2 CANDIDATE SHELF LIFE GOAL With high demand for top talent, it is important to hire in an efficient and timely manner. Candidate shelf life refers to the length of time from when the candidate first applies to the time an offer of employment is made. The District’s average candidate shelf life currently is approximately 5-6 weeks.

The hiring process created in Year 1 will be examined for efficiencies to reduce the candidate shelf life to 3-4 weeks. Human Resources will add Time to Hire as a department metric to measure the length of time from initial posting to accepted offer.

COST OF HIRE Once a new hire decision is made, it is important to review the efficiency of the recruitment process by determining the cost per hire and candidate availability. Human Resources will begin to measure the Cost of Hire for each vacancy by assessing:      

Position ease of fill Candidate availability Setbacks with the hiring manager Top candidate acceptance Costs within budget Candidate shelf life

TRANSFORMATIONAL STRATEGIES – YEAR 3 VIDEO INTERVIEWING In an effort to shorten candidate shelf life and recruit out-of-state applicants, video interviewing will be introduced to the application process. Video interviews save valuable screener time and resources and streamline the hiring process. In addition to customizing questions by vacancy, the video interview welcome message can be tailored, allowing for personalization. This can be a powerful tool to showcase District culture.

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NEW EMPLOYEE ONBOARDING

The third stage of the employee life cycle is new employee onboarding. Onboarding extends beyond the initial new hire orientation. The goal of successful onboarding is to develop within newly hired employees the necessary skills, knowledge, and behaviors to become effective contributors to the District.

FOUNDATIONAL STRATEGIES – YEAR 1 OFFER PROCESS When a candidate is offered and accepts a position, a standardized packet of information will be extended. Information will include an offer letter containing salary/wage information, benefits guide, employee handbook to detail time off, work calendar, new hire orientation information, job description, and district promotional materials.

Interview panels will be encouraged to invite the new employee to lunch after the offer acceptance.

PRE-FIRST DAY WELCOME Several months often elapse between the offer acceptance and new hire orientation. Human Resources will create a summer event that introduces new employees to one another, providing them opportunities to connect and establish relationships prior to their start date. This will be the kick-off event for the quarterly new employee social activities planned by Human Resources.

NEW HIRE TRAINING PLAN Employees hired during the 2018-19 school year will be surveyed to determine what training was valuable and if there were any additional training topics that would have been helpful. A comprehensive training program will be developed for each employee group. This will extend beyond the current required training to include additional requested technology training.

ONBOARDING PLAN- DISTRICT ACTIVITIES Excellent onboarding programs keep the newly hired employee engaged and build excitement for the start of employment. These programs begin to build investment in district culture and philosophy.

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While a comprehensive and relatively standardized onboarding plan will be developed and implemented, the plan will be customized as employees in different job categories require different onboarding techniques to ensure success. New staff members will be prepared with an understanding of the District’s values, mission, and culture; policies and procedures; organizational chart with introduction to key district leaders; and tour guides/mentors.

ONBOARDING PLAN- SITE ACTIVITIES At the department or building level, orientation activities will be designed to help staff members arrive informed and prepared for the first few weeks of employment. Each new employee will be provided with a short reading assignment aligned to the school or department philosophy that sets expectations and creates an early point of engagement. It allows the new employee to internalize culture and performance expectations before the start of employment.

Prior to the first day of employment, principals and department supervisors will meet individually with each new hire to build investment in the school or department culture and philosophy. This meeting will include a review of site or department goals and strategies as well as specific performance expectations and evaluation rubrics, setting the stage for the development of professional goals.

Important logistical information, including resource identification and building policies, will also be provided at this meeting

STRATEGIC ADVANCEMENT STRATEGIES – YEAR 2 SUPPORT STAFF MENTOR PROGRAM A committee will be formed to create a comprehensive mentoring program for new support staff. New employees will gain from the coaching, guidance, and encouragement the trained mentors will provide.

Experienced employees will gain a fresh perspective and develop new relationships while sharing their knowledge and experience with new staff. Through frequent communication, mentors will model professionalism, serve as resources, and help celebrate success. This will result in a stronger, more collaborative environment of support and respect.

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NEW EMPLOYEE INTEGRATION

The fourth stage of the employee life cycle is new employee integration. Successful employee integration allows a new employee to adjust to District culture and feel more comfortable voicing concerns and contributing new ideas.

FOUNDATIONAL STRATEGIES – YEAR 1 CORE VALUE ACTIVITIES Team building activities and exercises that embody the District’s core values will be created with the Administrative Cabinet. These activities will promote school spirit, create a sense of school community, and create lasting relationships with each other.

STUDENT ACTIVITY OPPORTUNITIES New employees who connect to students outside of the classroom may feel a stronger connection to the District. New employees will learn of all athletic, co- and extra-curricular coaching opportunities during the new employee orientation.

NEW EMPLOYEE 30-/90-DAY SURVEYS Engaging new employees at 30- and 90-day intervals after they start leads to better performance, improved engagement, and stronger retention. Staff feel acknowledged and supported by their supervisor.

Currently the questions during both the 30- and 90-day interviews are very similar. Additional 90-day questions will be included to meet the new employees’ ongoing needs. The results will be shared and discussed among the Administrative Cabinet.

STRATEGIC ADVANCEMENT STRATEGIES – YEAR 2 COLLEGIAL CONNECTIONS Staff are seeking additional opportunities to connect and collaborate with other staff members.

Human Resources and Teaching & Learning will collaboratively create a variety of opportunities for new

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staff to form connections with other colleagues in their first year, as well as with staff in other buildings and staff in job-alike roles.

TRANSFORMATIONAL STRATEGIES – YEAR 3 PEER LED GROUPS The District can support the formation of peer led best practices groups. Staff will create self-directed communities of inclusion to share experiences, socialize, and form collegial friendships.

TOOLS/RESOURCES – REPOSITORY OF INFORMATION The District can explore creating a repository of information, both historical and current, to allow ready access for all staff. This will ensure the proper transfer of information and alignment of data and will serve as a valuable resource for staff new to the district.

QUALITY OF HIRE REPORT CARD Quality of hire measures the value a new employee brings to the District. Value can be defined as how much a new hire contributes to the District’s long-term success through their learning, skills, and performance. Manager satisfaction is also measured, rating how impressed the manager is with the quality of the new employee.

At a pre-determined time after hire, recommended at 6 months, each hiring manager will be asked to assess each new employee, using the following measurement criteria:       

Meeting job expectations and performance objectives Possessing the required skills and abilities to deliver value to the District Learning at an appropriate pace based on their previous experience and expectations in the role Meeting the expectations of the role Promotable/high achiever Manager satisfaction with the new hire and his/her performance Manager belief new hire is a cultural fit within the District

The information gathered will be used to guide individual development plans (reference page 36) as well as inform succession planning.

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EMPLOYEE RETENTION & ENGAGEMENT

The fifth stage of the employee life cycle is employee retention and engagement. Employee engagement is a workplace approach resulting in the right conditions for all employees to give their best each day, committed to the District’s mission, vision and goals, motivated to contribute to student success, with an enhanced sense of their own well-being.

FOUNDATIONAL STRATEGIES – YEAR 1 COMPENSATION BENCHMARKING & COMMUNICATION Elmbrook strives to be in the top quartile for pay rates in the region. The District will continue to benchmark with area districts, adjust when necessary, and more importantly share the data to demonstrate pay competitiveness.

Communicating the value of their entirety of compensation is a key to improving employee engagement and retention. A total compensation statement is a document that outlines in detail an employee’s direct and indirect compensation, including both salary/wage earnings and all benefits received. Total compensation statements will be provided annually to staff, and supplementary benchmarking data will be provided to enhance transparency.

TOTAL EMPLOYEE REWARDS The District is committed to having the happiest, healthiest employees! The approach to employee benefits focuses on a total employee rewards strategy of the right care, at the right time, at the right prices, with the right outcomes. Current strategies include the offering of a Family Wellness Clinic, wellness challenges, benefit and financial wellness fairs, retirement planning sessions, and employee education through newsletters, website information, and lunch and learn sessions to name a few. The District will continue to develop and make available a variety of offerings designed to educate, engage, and support employees to be their best.

As a new component of Total Employee Rewards, employees have requested that the District offer voluntary benefits. These are benefits offered by an employer that are mostly or completely paid by employees through payroll deferral and may include vision, disability, cancer, critical illness, accident,

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and pet insurance to name a few. Employers can offer a more comprehensive and robust benefits package to cover practically every aspect of their employees’ lives at no additional cost.

Working with a benefits consultant, the District will explore adding voluntary benefits to the overall Total Employee Rewards benefits strategy.

WELLNESS COMMITTEE FOCUS ON WORK/LIFE BALANCE Work/life balance concerns have been identified as the #1 issue employees face in the District. A strategy of improved work/life balance seeks to help employees manage their lives outside of work and reduce stress levels. Symptoms of workplace stress can include increased absenteeism, tardiness, deterioration in work performance, higher health care claims, accidents, decreased collegiality, and unhealthy habits.

The Wellness Champions will identify work/life balance as the wellness theme for 2019-20. The Committee will learn more about this topic and find ways to support employees. Strategies may include:    

Celebrating individual and District successes Promoting a culture of fun Promotion of emotional wellbeing Training opportunities, including continuation of compassion resilience and courageous confrontations  Stress reduction programming with the Employee Assistance Program

TIME OFF ENHANCEMENT Dissatisfaction with current time off benefits has been a resounding employee feedback theme in all employee groups. Benchmarking with area districts will occur to identify gaps in time off offered.

Specific areas of examination will include teacher personal days, administrator summer work from home days, and support staff school closing days and vacation accrual rates. Recommendations will be brought forward through the Employee Handbook review and revision process.

EMPLOYEE RECOGNITION COMMITTEE While the District recognizes staff throughout the year in a variety of manners and annually at the Engaged in Excellence Awards evening, staff desire additional recognition opportunities. Staff have requested a focus on celebrations of success and less emphasis on metrics. An Employee Recognition Committee will form to seek additional ways to recognize staff and will consider expanded support staff categories for the Engaged in Excellence Awards.

SPECIAL EDUCATION TEACHER PIPELINE GRANT The District was awarded the Department of Workforce Development Fast Forward grant in partnership with Carroll University, Greendale School District, and Menomonee Falls School District to create a pipeline of future special education teachers. This grant will provide full tuition to qualifying staff to earn certification as a cross-categorical special education teacher. The District will seek to identify future talent and make the grant available to special education assistants who hold a non-

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education Bachelor’s degree and to regular education certified teachers who desire becoming dually certified. Success stories will be shared with the intent of encouraging additional staff members to become special education certified.

NEW HIRE EMPLOYEE SATISFACTION SURVEYS The District implemented a new hire survey of full-time staff hired during the 2016-17, 2017-18, and 2018-19 school years. Feedback was solicited to learn about the decision to apply to Elmbrook Schools and satisfaction with the decision to accept the offer of employment. To compliment this annual anonymous survey, hiring supervisors will be asked to meet with each new hire at the 6-month mark to complete a Retention Rate/Employee Satisfaction survey. Supervisors will determine the level of new hire engagement and satisfaction and predict anticipated turnover in the role. This can proactively address any unmet needs of the new hires to prevent undesired turnover while forecasting vacancies.

ADMINISTRATIVE TRANSPARENCY Employees evaluate district leadership in the area of transparency, and suggestions for enhanced transparency have been offered. The following suggestions may improve employee perception of administrative transparency and overall district satisfaction:     

Listen to concerns before announcing decisions.

Proactively communicate new district developments.

Communicate the whole story and not portions thereof.

Empower staff to become more integral in decision-making processes.

Archive Board Briefs on the Superintendent’s department webpage for easy referencing of information.

STRATEGIC ADVANCEMENT STRATEGIES – YEAR 2 ADMINISTRATOR BENEFIT BENCHMARKING The District strives to maintain a competitive advantage in salary and benefit offerings to administrative staff. Annual salary benchmarking occurs to ensure that salaries are in the top quartile of area districts. Benefit benchmarking will occur to ensure total compensation aligns with the region.

CALENDAR & TIME EXAMINATION The Calendar Committee meets annually to consider staff feedback in the creation of the following year’s school calendar. Based on staff feedback, the Committee, led by Teaching & Learning, may explore the following:    

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Creating alternatives to the traditional parent/teacher conference schedule and feedback format; moving to a trimester schedule at the elementary level; redesigning professional development days with built-in collaboration time built; and rebranding teacher work time as time to reflect and think.

TEACHER COMPENSATION E3 MODEL REDESIGN The District implemented a new teacher compensation model in the 2015-16 school year. The Compensation Model Steering Committee will be examining the model for potential redesign effective with the 2020-21 school year. Components to be examined include the band progression process of leveling up, opportunities for veteran Band 5 educators, band salary ranges, bonuses, learning stipends, macro-credentials, National Board certifications, and retention stipends. New incentives for staff to move into critical shortage certification areas may be introduced. The impact of the model on staff turnover will be explored.

SUPPORT STAFF COMPENSATION MODEL CREATION Support staff have requested an examination of their compensation models. Committees will be formed to design strategic compensation models for other employee groups, with potential rewards for additional learning, growth, longevity, and performance.

FINANCIAL WELLNESS LOAN FORGIVENESS PROGRAMS As a component of Total Employee Rewards Financial Wellness, student loan forgiveness programs will be promoted. Education, resources, and support will be offered to staff who may qualify.

JOB DESCRIPTION RIGHT-SIZING – SUPPORT STAFF Support staff have expressed concerns about being asked to continually take on additional duties. This may be a result of both departmental FTE reductions and new initiatives. All job descriptions will be reviewed and right-sized when necessary to ensure staff success and to reduce stress. This may result in a reprioritization of duties or resource reallocations.

STAY INTERVIEW ACTION PLANS & COMMUNICATION The District conducted stay interviews with the support of MRA as a pro-active measure to learn what makes the District’s employees want to keep working and what might make key employees want to leave. Much of the data collected in the stay interview and results feedback processes informed the action steps of this plan. There was an 80% participation rate (66 of 83 employees) representing administrators, teaches, special category staff, facilities staff, administrative assistants, and special education assistants.

Stay interviews will be conducted every two (2) years to measure changes over time. Questions may be altered to reflect different phases of employee engagement based on tenure. Results will inform the retention plan action items and will be communicated with staff for full transparency.

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TRANSFORMATIONAL STRATEGIES – YEAR 3 CAREER DEVELOPMENT LATTICE PROGRAMS Employees feel more confident about their long-term career path when they perceive their organization encourages career development. While career ladders suggest career progression is linear and traditionally upward movement, career lattices represent career paths that can move in any direction – diagonally, upward, and downward. The lattice career pursues continued growth, development, and organizational influence by creating and valuing alternative career paths. It can be a way to build on an employee’s value to the district. By providing employees opportunities for internal advancement, career lattices can provide employees with flexibility to control their career. Moving employees across departments can help develop more well-rounded employees and bring fresh perspectives.

The District will explore promotion of career development in a career lattice as an alternative to the career ladder. Individual development plans will be created, talent will be identified, cross-training professional development opportunities will be offered, and the compensation structure will be examined as a support of this career advancement strategy.

INDIVIDUAL DEVELOPMENT PLANS An Individual Development Plan (IDP) is a tool to assist employees in career and professional development, designed to help employees reach short and long-term career goals, as well as improve current job performance. It is a process of continuous feedback rather than a one-time activity. An IDP incorporates both career and developmental goals.

Career goals will address the purpose of development. It may be for improvement in the current role or for aspiration for a promotion or lattice career move. Developmental goals may include additional learning from a supervisor, coach, or other subject matter expert, taking on a challenging assignment within the current role, or moving to a new role. Strong development plans address both current role and at least two potential future roles.

IDPs help aid in employee retention and engagement and provide pathways for individual career progression. Opportunities for implementing Individual Development Plans will be explored as part of talent management and planning and will build on the work in year 2 of an enhanced support staff performance evaluation process.

RETENTION BONUSES According to the Society for Human Resource Management, a survey of employee benefits shows that 18% of employers offer specific retention bonuses to top-level managers, and 15% of employers offer bonuses to all employees. Retention bonuses can be offered to employees for the completion phase of a critical project or as a longevity reward. Similar to the critical shortage bonuses currently offered, retention bonuses can be offered as a stipend for a defined length of time for a particular goal of retaining key talent.

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EMPLOYEE DISCOUNT PROGRAM The District will partner with area businesses to offer staff discounts on goods and services. This program is a bridge between the District and larger community, providing a benefit to both the employees and local businesses. Discounts may include:          

Automobile purchases and service discounts Food discounts, grocery stores and restaurants Home building and maintenance discounts Apartment rentals Home sales, inspections, mortgages, closing costs, realtor credits Lodging Phone service Recreation Moving and storage Wellness facilities

EMPLOYEE MANAGEMENT & SEPARATION

The sixth and final stage of the employee life cycle is employee management and separation. This life cycle phase identifies and supports the development of employee talent and plans for the transition of talent as employees depart the District.

FOUNDATIONAL STRATEGIES – YEAR 1 OFFBOARDING A formalized offboarding process is designed to ensure a smooth transition for the departing employee and benefits the District by gaining valuable feedback that is used for continuous improvement of programs and processes. Although offboarding is an opportune time to discover the reason for departure, it is also a time to highlight an employee’s impact on the District and to demonstrate

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gratitude for the employee’s service and talent. Departing employees may be considered for reemployment and may refer other applicants for vacancies if they leave on a positive note.

A customizable offboarding matrix will be developed to document: 1.

2.

3.

4.

5.

6.

7.

8.

Reason for departure Final pay and benefit details Transfer of knowledge structure, including technology and potential overlap training Recovery of district assets Celebration of service Posting replacement details New talent profile Retention improvement recommendation based on offboarding process findings

REVISED EXIT INTERVIEWS The District has been conducting exit interviews for over 5 years, allowing for a longitudinal data comparison. Exit interviews are used to determine the reasons for employee departure, and the data collected is useful for organizational improvement and development.

Exit interviews are conducted each fall and target staff who departed at any time during the previous school year. The time between resignation and the exit interview can be significant enough to deter participation as is evidenced by the recent participation rate of less than 50%. Exit interviews will be conducted throughout the year within one month of departure. Data will continue to be compiled into an annual report.

The questions asked during the exit interview will be refined to align to the 5 themes of the employee engagement and stay interview surveys: 1. Meaningful Work = this includes risk-taking, satisfaction with job, collaboration, and reflection time 2. Growth Opportunity = this covers professional development, self-directed learning, and sharing of knowledge with others 3. Hands-on Management = this represents voice in goals, meaningful feedback, and leadership skill and potential development 4. Trust in Leadership = this reflects how your own work connects with the district mission, hiring of highly effective staff, leadership transparency, and inspiration 5. Positive Work Environment = this includes work/life balance, respectful environment, recognition, and safety sharing diverse ideas Additional question clarification will assist participants in understanding the definition of supervisor.

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STRATEGIC ADVANCEMENT STRATEGIES – YEAR 2 ANNUAL PERFORMANCE REVIEW – SUPPORT STAFF The District conducts annual employee performance appraisals. A group of administrators will review and recommend a performance management philosophy intended to improve individual and districtwide performance. This will include a revision of the support staff evaluation process and tools. All supervisors will receive training with the new process to promote calibration of ratings. This system may inform future employee performance-based compensation models.

TRANSFORMATIONAL STRATEGIES – YEAR 3 NINE-BOX EVALUATION A nine-box matrix is a widely used tool for succession planning and leadership development. It assesses individuals on two dimensions: past performance and future potential. The X-axis of the three boxes assesses performance, and the Y-axis of the three boxes assesses leadership potential. A combination of Y axis and X axis makes up the box within the grid into which each employee is placed.

Individual department or site leaders will use the nine-box evaluation tool to assess their own employees and discuss results as a Leadership Cabinet. This talent review will inform the District’s collective talent and will be an important component of succession planning.

MEASURES OF SUCCESS

The gauge of success of the 5-year recruitment and retention plan will be the examination of key metrics. These include: Retention Rate – the turnover of each employee category will be measured annually with the goal of improvement in each group and for the District as a whole. Trends will be sought when examining reason for resignation, length of tenure, job assignment, and demographics.

Employee Engagement Scores – annual employee engagement tools will continue to be utilized, including the Employee Engagement survey, exit interviews, new hire check-ins, and stay interviews.

These will be examined to identify themes, trends and improvements in areas currently identified as critical concerns, and feedback through stakeholder listening groups will be sought.

Time to Hire – this new metric which measures the length of time from initial vacancy posting to accepted offer will be monitored to ensure talent is hired in a timely manner to avoid losing a disengaged applicant

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Talent Evaluation – using the Quality of Hire Report Card, new employees will be assessed to determine if each employee is a cultural fit within the District. In totality, this will help inform the success of enhanced talent acquisition strategies.

INITIAL PLAN IMPLEMENTATION

In the spring of 2019, Year 1 Foundational Strategies work will begin. Immediate work will entail:

TALENT TASK FORCE – a team of principals and involved leaders will form to advocate for and champion the plan.

REVISION OF HIRING PROCESS – a team principals and Human Resources will revise the screening and interviewing process to align to the Employer Value Proposition and core values work

RECRUITMENT MARKETING COMMITTEE – a team of Human Resources and Communications Department staff will form to develop marketing and social media strategies.

EMPLOYEE RECOGNITION COMMITTEE – a cross-representative team led by the Chief Strategy Office and Human Resources Director will form to explore additional recognition opportunities

TURNOVER DATA – 2018-19 turnover data will be gathered and exit interviews will be updated.

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APPENDIX A: ACTIVITY MATRIX – LIFE CYCLE STAGE

Area

Function

YR 1

Workforce Planning Workforce Planning Workforce Planning

Projected Turnover Analysis Retirement Predictability Talent Pool Creation

x

Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction

Active Candidate Strategy Alternative Certification Pathways Core Values Defined Employer Value Proposition Future Teachers LAUNCH Program Job/Career Fairs and Follow up Recruiting Budget Development Recruitment Marketing Committee Website Enhancements Alumni Relations Internal Referral Program Networking/Professional Membership Organizations Passive Candidate Strategy Social Media Mgmnt/Campaign University Relationships Internship Programs Out-of-State Recruitment

x x x x x x x x x

x x x

Talent Acquisition & Selection Talent Acquisition & Selection Talent Acquisition & Selection

Applicant Screening Policy & Guide Background Check Process Initial Reach-Out to Applicant Interviewing Process & Team Training Candidate Shelf Life Goal Cost of Hire Video Interviewing

New Employee Onboarding New Employee Onboarding New Employee Onboarding New Employee Onboarding New Employee Onboarding

New Hire Training Plan Offer Process Pre-First day Welcome Onboarding Plan – District Activities Onboarding Plan – Site Activities

x x x x x

Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Acquisition & Selection Talent Acquisition & Selection Talent Acquisition & Selection Talent Acquisition & Selection

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YR 2

YR 3

x x

x x x x x x x x

x x x x

Area

Function

YR 1

New Employee Onboarding

Support Staff Mentor Program

New Employee Integration New Employee Integration New Employee Integration New Employee Integration New Employee Integration New Employee Integration

Core Value Activities New Employee 30 & 90 Day Surveys Student Activity Opportunities Collegial Connections Peer Led Groups Quality of Hire Report Card Tools/Resources – Repository of Information

x x x

Administrative Transparency Compensation Benchmarking & Communication Employee Recognition Committee New Hire Employee Satisfaction Surveys Special Education Teacher Pipeline Grant Time Off Enhancement Total Employee Rewards Wellness Committee Focus on Work/Life Balance Administrator Benefit Benchmarking Calendar & Time Examination Financial Wellness Loan Forgiveness Programs Job Description Right-Sizing – Support Staff Stay Interview Action Plans & Communication Support Staff Compensation Model Creation Teacher Compensation E3 Model Redesign Career Development Lattice Programs Employee Discount Program Individual Development Plans Retention Bonuses

x

New Employee Integration Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement

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YR 2

YR 3

x

x x x x

x x x x x x x x x x x x x x x x x x

Area Employee Management & Separation Employee Management & Separation Employee Management & Separation Employee Management & Separation

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Function Offboarding Revised Exit Interviews Annual Performance Review – Support Staff Nine-Box Evaluation

YR 1

YR 2

YR 3

x x x x

APPENDIX B: ACTIVITY MATRIX – BY YEAR

Area Year 1 Workforce Planning Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Acquisition & Selection Talent Acquisition & Selection Talent Acquisition & Selection Talent Acquisition & Selection New Employee Onboarding New Employee Onboarding New Employee Onboarding New Employee Onboarding New Employee Onboarding New Employee Integration New Employee Integration New Employee Integration Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Management & Separation

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Function

YR 1

Projected Turnover Analysis Active Candidate Strategy Alternative Certification Pathways Core Values Defined Employer Value Proposition Future Teachers LAUNCH Program Job/Career Fairs and Follow up Recruiting Budget Development Recruitment Marketing Committee Website Enhancements Applicant Screening Policy & Guide Background Check Process Initial Reach-Out to Applicant Interviewing Process & Team Training New Hire Training Plan Offer Process Pre-First day Welcome Onboarding Plan – District Activities Onboarding Plan – Site Activities Core Value Activities New Employee 30 & 90 Day Surveys Student Activity Opportunities Administrative Transparency Compensation Benchmarking & Communication Employee Recognition Committee New Hire Employee Satisfaction Surveys Special Education Teacher Pipeline Grant Time Off Enhancement Total Employee Rewards Wellness Committee Focus on Work/Life Balance Offboarding

x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

YR 2

YR 3

Area Employee Management & Separation Year 2 Workforce Planning Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Attraction Talent Acquisition & Selection Talent Acquisition & Selection New Employee Onboarding New Employee Integration Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Retention & Engagement Employee Management & Separation Year 3 Workforce Planning Talent Attraction Talent Attraction Talent Acquisition & Selection New Employee Integration New Employee Integration New Employee Integration Employee Retention & Engagement Employee Retention & Engagement

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Function Revised Exit Interviews Retirement Predictability Alumni Relations Internal Referral Program Networking/Professional Membership Organizations Passive Candidate Strategy Social Media Mgmnt/Campaign University Relationships Candidate Shelf Life Goal Cost of Hire Support Staff Mentor Program Collegial Connections Administrator Benefit Benchmarking Calendar & Time Examination Financial Wellness Loan Forgiveness Programs Job Description Right-Sizing – Support Staff Stay Interview Action Plans & Communication Support Staff Compensation Model Creation Teacher Compensation E3 Model Redesign Annual Performance Review – Support Staff Talent Pool Creation Internship Programs Out-of-State Recruitment Video Interviewing Peer Led Groups Quality of Hire Report Card Tools/Resources – Repository of Information Career Development Lattice Programs Employee Discount Program

YR 1

YR 2

YR 3

x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

Area Employee Retention & Engagement Employee Retention & Engagement Employee Management & Separation

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Function Individual Development Plans Retention Bonuses Nine-Box Evaluation

YR 1

YR 2

YR 3 x x x

APPENDIX C: AREA DISTRICT TURNOVER DATA AND RETENTION STRATEGIES

RETENTION STRATEGIES FROM AREA DISTRICTS WITH LOW TEACHER TURNOVER In the CESA 1 region, the districts reporting the lowest teacher turnover are: Muskego-Norway

2.33%

Greendale

3.02%

Mukwonago

4.68%

The Human Resource Directors from these districts shared some strategies focused at retaining staff.

Engagement at Work Establishing a friend at work. Mukwonago intentionally selects mentors for new teachers based on the potential for bonding and friendships. Mentors may be staff working in other buildings. They also schedule new teacher meetings designed to allow new staff to bond with other new staff. In Greendale, the mentor steering committee is run by teachers.

Leadership In Muskego, leaders work hard to build credibility with staff, leading to trust and engagement. They do this with visibility in the classrooms, and district-level leadership is often present in the buildings to have a pulse on the organization. Staff trust and exercise their voice and are forthcoming on surveys as they believe the leaders will follow through with the results. They utilize staff rounding on a regular basis.

Family-Friendly and Flexible Approaches Mukwonago recently switched back from compensatory PTO leave to separate sick and personal day allocations. Staff are allowed leave of absence for up to two (2) years, and job shares are encouraged.

In both circumstances, the jobs are held available for the staff person upon his/her return. In Greendale, staff have the flexibility to leave the building during prep time to run errands, and there is no defined teacher work day.

Recognition Mukwonago has implemented a Vision Keepers program. Administrators identify staff who are creating a vision for their district and send Human Resources a write-up. A certificate is created, framed, and presented to the staff member.

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