Recruiting "Talent": School Choice and Teacher Hiring in New Orleans

Autor/in	Jabbar, Huriya
Titel	Recruiting "Talent": School Choice and Teacher Hiring in New Orleans
Quelle	In: Educational Administration Quarterly, 54 (2018) 1, S.115-151 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X17721607
Schlagwörter	School Choice; Teacher Selection; Labor Market; Administrator Attitudes; Educational Policy; Privatization; Preferences; Principals; School Districts; Talent; Teacher Recruitment; Charter Schools; Educational Change; Guidelines; Natural Disasters; Policy Formation; Teacher Salaries; Elementary Secondary Education; Case Studies; Semi Structured Interviews; Qualitative Research; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Labour market; Arbeitsmarkt; Politics of education; Bildungspolitik; Privatisation; Privatisierung; Principal; Schulleiter; School district; Schulbezirk; Begabung; Hochbegabung; Lehrerrekrutierung; Charter school; Charter-Schule; Bildungsreform; Richtlinien; Natural disaster; Naturkatastrophe; Politische Betätigung; Lehrerbesoldung; Lehrervergütung; Case study; Fallstudie; Case Study; Qualitative Forschung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01