When the Aurora school district offered some teachers and service providers a bonus for accepting or returning to hard-to-staff positions, the district saw less turnover in those jobs and had more of them filled by the start of the school year.
But the results weren’t consistent across schools, and there were differences in how teachers and other support staff responded to the bonus. Some schools still saw big increases in turnover. And the district still couldn’t fill all positions by the start of the school year.
In a report that district staff will present to the Aurora school board Tuesday, survey responses show the bonus was most influential for new special service providers, such as nurses, occupational therapists, or speech language pathologists. But only 33 percent of new teachers coming into the district said the bonus made an impact on their decision.
Aurora administrators refused to talk about the findings ahead of the board meeting. When the district first announced the bonuses, Superintendent Rico Munn said he had hoped the pilot bonus system would help the district attract more candidates, fill more vacancies, and retain more employees. The union objected to the bonuses. The union and the district begin negotiations next month on how to spend $10 million that voters approved to raise teacher pay.
An arbitrator ruled that the district should have negotiated the terms of the bonuses with the union first, but the school board refused to uphold the finding. District officials had indicated that the results of the pilot incentives would play a role in what changes they propose going forward, and it’s not clear where the school board, a majority of whom were elected with union support, will come down.
On a state and national level, incentives for teachers are being questioned after Denver teachers went on strike, in part over a disagreement about how effective incentives can be and whether that money is better spent on base pay. Ultimately, the tentative agreement that ended the strike on Thursday maintained a number of bonuses, including $2,000 for educators in hard-to-staff positions.
In the Aurora pilot program, the district offered a bonus for special education, secondary math and secondary science teachers at 20 targeted schools. If staff in those positions committed to returning to their job for this year, they could get $3,000. If they returned, but did not give an early commitment, the bonus would be $2,500.
The same rules applied for other positions such as psychologists, nurses, occupational therapists, and speech pathologists, but those employees were eligible at all district schools. New employees in those positions could get $2,500.
To pay for the bonuses, the district had set aside $1.8 million from an unexpected increase in revenue due in part to rising property values. The district only ended up spending about $1.1 million.
Among 229 eligible teachers, 133 returned to their jobs, committing early, and another 29 returned without making an early commitment, meaning about 70 percent of teachers were retained and received the bonus.
Of the 20 schools at which teachers of math, science, and special education received incentives, turnover went down at 13 schools, up at another five, and stayed the same at two.
Among 184 staff members in the other hard-to-staff positions districtwide, 141 returned to their jobs, or 77 percent, all of them committing early and receiving the higher bonus.
The report doesn’t compare those numbers with previous years’.
Ramie Randles, a math teacher, was at Aurora West Collegiate Prep last year and received the bonus. But, she says, she had already decided to return to the same job this school year even before she learned about the bonus.
“To be honest with you it’s nice to get a little extra, but it’s a very small amount that’s not going to sway me one way or another,” Randles said.
In the second quarter of the school year, she left her job at Aurora West and is now teaching math at North Middle School.
The bonus is offered at both schools, but it wasn’t a factor, she said.
“I just feel like I want to feel valued in a job,” Randles said. “If I’m feeling like I’m happy that affects not just me, it affects my students. It affects my coworkers.”
According to the district, 98.26 percent of those who received a bonus remain in the same position as of this week.
Fill rates, which represent how many of the district’s positions are filled by the start of the school year, show an increase, although often small, among all positions except for school psychologists.
🔗Fill rates over time: Did Aurora have more positions filled at the start of this school year than in the past?
|Secondary math teachers at 20 schools||91.5%||92.6%||93.4%|
|Secondary science teachers at 20 schools||93.5%||93.8%||94.8%|
|Special education teachers at 20 schools||92.6%||89.4%||90.24%|
|Occupational therapists, district-wide||95.4%||80%||96.1%|
|Speech language pathologists, district-wide||75%||81.4%||85.4%|
Another goal of the pilot was to help the district save money by decreasing the use of contract agencies to fill important positions.
The report found that compared with last year, fewer positions were filled through contract agencies.
The Aurora district “was one of the few districts in the metro area that did not provide some form of differentiated pay or incentive for hard-to-fill subject areas,” according to the district. As examples, the report cites Cherry Creek, Denver, and Douglas school districts.
Bruce Wilcox, president of Aurora’s teachers union, said the union has “no interest in pay like Denver does.”
He is against the bonus because he disagrees with setting up different pay for people doing the same jobs in different schools, and because he doubts it will have a long- term effect.
“For some, maybe money was enough to lure them in, but will it be enough to lure them in over a period of time?” Wilcox asked. “Money’s nice and every teacher needs it, let’s be honest, but is it enough to make you continue to work if the leadership and culture aren’t there?”
Tuesday, Aurora staff will also present the school board with an update on overall strategies to improve teacher recruitment and retention. Among those strategies: the development of new training for principals, including on how to motivate and retain high-performing employees.
Another report on the pilot incentives will be prepared this fall with final numbers of how many teachers stayed.
Find turnover rates for the pilot, by school, in the district’s report below. Note: The colors in the second column represent a comparison over the prior year with green showing that it is a lower rate than in the past.