Recruiting “Talent”: School Choice and Teacher Hiring in New Orleans

Abstract

Purpose: The purpose of this study is to examine school leaders’ preferences and practices in an environment of widespread decentralization, privatization, and school choice. In New Orleans, such reforms have been enacted citywide since Hurricane Katrina, making it an ideal site to examine what happens when policy makers lift restrictions for school leaders—and remove protections for teachers—related to teacher hiring on a large scale. Research Methods/Approach: In this exploratory study, I analyze qualitative data to examine school leaders’ preferences and practices when recruiting teachers in New Orleans. The data for the study come from 94 interviews with principals, district leaders, and charter network leaders. Findings: School leaders had different conceptions of “talent” and “fit,” and used a variety of strategies to recruit teachers. School districts and charter networks both supported and constrained school leaders’ autonomy and recruitment practices by screening applicants or setting guidelines and criteria. Other intermediary organizations also played a role in shaping the teacher labor market. School choice also posed unique challenges for teacher recruitment. Implications: Overall, expansive choice policies in New Orleans appear to foster flexibility and variation in teacher hiring strategies (although not in salary), as expected in a decentralized system. However, these policies and strategies appear also to have other consequences, including greater instability or “churn,” unpredictability, and a bifurcated teaching force.

Tensions Between What Principals Know and Do: The Role of Labor Market Conditions on Teacher Recruitment and Hiring

“…Similar findings showing principals' limited use of strategic hiring behaviors were also reported in other qualitative studies of large, urban districts (e.g., DeArmond et al, 2010;Jabbar, 2018). Such evidence suggest that, under "normal" market conditions, principals may not have the capacity and technical expertise to implement strategic hiring behaviors to improve human capital within schools (Simon et al, 2019).…”

“…Research demonstrates principals' preferences are not universally defined, but instead reflect a range of personal and professional qualities (Balter & Duncombe, 2008;Harris & Sass, 2011;Jabbar, 2018;Liu & Johnson, 2006;Mason & Schroeder, 2010;Simon et al, 2019;Tamir, 2019). Preferred applicant attributes identified across this body of work include: strong teaching skills, ability to demonstrate care and work with others, related work experience, enthusiasm, communication skills, and how well teacher applicants align with the mission or organizational goals of the school.…”

“…Preferred applicant attributes identified across this body of work include: strong teaching skills, ability to demonstrate care and work with others, related work experience, enthusiasm, communication skills, and how well teacher applicants align with the mission or organizational goals of the school. Though studies are primarily qualitative and draw from small samples of principals within a single district or a local TLM (e.g., Liu et al, 2008;Jabbar, 2018;Rutledge et al, 2008), principals' preferences remain fairly consistent across sites, although there is some evidence highlighting differences between principals in charter and traditional public schools. For example, using survey data from 118 principals, Cannata and Engel (2012) found charter school principals emphasized teacher alignment with school mission and whether a prospective teacher is willing to take on additional responsibilities; while principals in both school organizations preferred teachers who show their ability to contribute to student learning and those with prior teaching experience.…”

School choice's idealized premises and unfulfilled promises: How school markets simulate options, encourage decoupling and deception, and deepen disadvantages

“…Moreover, what happens to curriculum and staff working conditions as public schools close and unionized staff are replaced with contingent labor hired through contracted for‐profit and nonprofit organizations and other programs? These are not hypothetical scenarios: in New Orleans, the disruptive nature of school choice has made it harder for schools to predict student enrollment and associated funding; as a result, specialist schools have struggled to secure qualified teachers, and staff “churn” has increased (Jabbar, ).…”

“…A related myth concerns the assumption that providers are always willing and able to participate in markets. choice has made it harder for schools to predict student enrollment and associated funding; as a result, specialist schools have struggled to secure qualified teachers, and staff "churn" has increased (Jabbar, 2018).…”