Improving educator engagement and retention aligns with two key components of ESSER funding.
Item 5: Planning For and Meeting Students’ Needs: Specifically in Addressing Learning Loss Due to the Covid-19 Pandemic
District-specific engagement and retention data help us address the learning loss caused by the COVID-19 pandemic. Teacher shortages impact our ability to reduce learning loss by:
- Limiting positions focused on interventions and other supplemental instructional services that help the students who are the furthest behind.
- Directly impacting our ability to provide our students with continuity and support. Each time a teacher leaves our district, the training, institutional knowledge, and relationships leave with them.
Engaged teachers are 2.1 times more likely than actively disengaged teachers to score in the top quartile of the district’s summative performance scores. (Gallup 2015)
Item 6: Supporting and Stabilizing the Educator Workforce
District-specific engagement and retention data support and stabilize our educator workforce by:
- Identifying the key factors that ensure our educators are heard, motivated, growing, and connected.
- Gaining data-driven insights about the educator experience in our district, allowing impactful investment into our objectives.
- Retaining our current educators to prevent replacements who likely have less training and experience due to the teacher shortage.
Compared to engaged teachers, actively disengaged teachers are 3.3 times more likely to leave the district. (Gallup 2015)
