Teacher Retention Pressures are Driving Charter Schools Towards a New Model of Work

Traditionally, teacher turnover has always been a problem that affects charter schools differently, however, today's staffing issues are forcing some of these organizations to reconsider their models of instruction. While the problem of recruitment was traditionally about hiring licensed teachers, today the question is about adjusting work hours and workload expectations because retention problems are becoming a concern within the classroom.

In particular, it becomes evident that the problem has become especially obvious among schools with an extended teaching day or those with intensive programs. These schools managed to produce measurable academic results by implementing long school hours and intensive tutoring sessions along with continuous performance evaluation. As a result, such programs were often unsustainable for several years of operation.

Younger teachers hired by charter schools do not share traditional views concerning flexible schedule or planning hours. While salary still influences retention, the issue of workload predictability and support from administrators plays a larger role. In addition, the issue of mid-year turnover brings its own challenges to charter schools with departing teachers leaving others to cover supervision and intervention sessions.

The matter has implications for instructional sustainability as well. Charter schools are known to create specific programs with special learning environment or unique academic approach. However, the issue of turnover creates a challenge to maintain the effectiveness of such programs because new employees will need to learn specific approaches and behavioral techniques used on campus.

Staffing challenges also lead some operators to reconsider their staffing models as the only solution. There are a few charter schools trying to experiment with instructional aides, increased planning hours in a group, and teaching teams where intervention responsibility is divided differently through the day. This change is driven by practical considerations, rather than philosophical views.

Finally, the expectation of remote work adds another element of difficulty for charter schools. While this sector relies heavily on in-person management of students' activities, teachers accustomed to working remotely in private companies might find it difficult to accept this fact after 2020.

Another problem associated with retention issues affects leadership. Traditionally, charter schools have been promoting teachers to deans or assistant principals very quickly after their hire. With constant turnover on classroom positions, operators became reluctant to remove skilled educators from the teaching position because replacing them has become more complicated.

Finally, financial realities are influencing all decision-making processes. Depending on the funding policies in the respective states, charter schools face various limitations regarding the salary increases or expansion. Transportation and infrastructure expenses leave schools little room to increase salaries of all employees without additional funding from the state.

The result is likely to become evident in terms of operational changes implemented by charter schools. Historically, sustainability of charter schools was discussed in terms of growth and replication. Today, one might observe discussions related to staffing and retention issues instead. However, this does not mean charter schools stop implementing their ambitious programs.