this ability – what I call the capacity to make improvements –
is a necessary (though not a sufficient) condition for schools seeking to build instructional capacity:
if schools do not have the
ability to make improvements
in many aspects of their operations, they are unlikely to be
able to improve instruction
and meet higher learning goals"
(Hatch, 2009)

Dealing with hiring and turnover

Hiring teachers whose ideas and approaches seem to "fit" with those of the existing staff and with the general expectations of the school community hels minimize conflicts and facilitates collective work and organizatgional learning. Conversely, when staff members get worn down or performance slips, bringing in "new blood" can create new energy, foster development of new expertise, and stimulate innovation.

Research and statistics on school staffing and the cost of turnover illustrate, however, that schools have to confront a variety of challenges at both the natinal an local levels in order to get the "right" candidates. But, ultimately, regardles of how much hiring authority they have, schools do not have to wait until the right candidates find them. Schools can recruit teachers who fit their requirements, arrange visits for applicants, conduct interviews, and develop their own selection procedures to help them learn about candidates. With a strong applicant pool and good information about the candidates, schools have more flexibility in the hiring process and more leverage when decisions are made.



Schools and Staffing Survey (SASS)
National Comprehensive Center for Teacher Quality
National Commission on Teaching and America's Future Turnover Cost Calculator
Project on the Next Generation of Teachers