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I'd recommend folks start recruiting parents to fill short term roles. I've never seen a dedicated recruitment/marketing effort to this group. Lots of parents are likely out of work and meet the minimum requirements. Our school/district has also been successful recruiting caregivers who don't want a long term commitment but are willing to take on being a building sub or long term sub.

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I don't know if TNTP is involved with or could get involved in setting up teacher academies in the district high schools to groom future teachers

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This is by no means a new concept, but I've seen this approach work at small levels for specialized courses in secondary that is a real opportunity to scale K-12. Identifying Master teachers in content areas within a school or across a district or region to teach core content or specialized content virtually can allow students to have access to great teachers all the time. The set-up on the facilitation side requires classroom managers and those who can support facilitation such as educational assistants and even parent volunteers. Class sizes can be doubled (as space allows) for classes to be merged. I believe the real opportunity is in master scheduling and helping leaders understand how to map out this strategy, use their existing resources, and also compensate master teachers for owning the accountability metrics in some states (like TN, for example). But it does also allow for support teachers to be part of the core content learning opportunities if we utilize all roles in a school building and start heling district prioritize core learning times for all students.

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I ran teacher retention several years ago at DC Public Schools, when they were doing some innovative things with teacher effectiveness and compensation/career ladders. My biggest takeaway is that the two biggest factors driving teacher applications and retention in the district were pay and principal/manager support. There are lots of little incentives and rewards and such that might help a bit and don't hurt, but won't result in sustained, transformational changes in staffing/retention.

Our highest performing teachers repeatedly told us that what attracted them to and kept them in DCPS was that the salaries and performance bonuses were so much higher than other districts or local charters. (At the time, DCPS had the highest starting teacher salary in the country and highly effective teachers who taught hard-to-staff grades and subjects could earn six figures by their 4th year of teaching bc we changed the traditional salary schedule so teachers saw salary bumps earlier in their careers.) I know that TNTP likely can't do much around teacher pay, but I think it's important to acknowledge that I think it's the biggest factor at play.

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I do think there's opportunity for TNTP to do more around talent coaching for school leaders to be effective people managers, not just instructional leaders. I have a lot of thinking and some resources/research around that from my time at DCPS. Like any job, one's manager matters a lot to their overall satisfaction and retention.

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Another place I could see TNTP doing innovative work is around rethinking staffing schedules and role structures. We did a pilot around part-time teaching roles at DCPS that had promising results. Dramatically rethinking school schedules and teacher planning time could also have benefits, but, of course, can be $$$. (Amanda Ripley has written about how teachers in other countries get significantly more planning time than US teachers.)

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Leverage Project-based learning and interests more to increase self-directed learning during a time of staffing shortages (also generally PBL is a best practice)

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Leverage part-time or support staff like bus drivers, to go full time and get para license

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Rethink the teaching model, giving a 2-week or month long paid leave to teachers in the middle of the year to rest and focus on their wellness, mental & physical health.

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Re-evaluate teaching positions to remove extra duties (what are the nuts and bolts of a position) to streamline work in a time of need.

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Could TNTP launch a specific retention service?  It would need to entail HR capacity building/consulting in addition to individual principal coaching.  Right now in most systems retention isn’t owned by any one person or group.  And in my experience we can only, at best, tinker around the edges of it in talent contracts where our clients are central HR.  So much depends on what happens in the buildings.  But it has to be both.  And I don’t think we ever do leader coaching through the sole lens of retention, although I’m sure a ton of what our leadership coaches do contribute to stronger retention.  Seems like it would be pretty straightforward to incorporate some central office support into a leader coaching approach rather than doing them as two separate unrelated things which is mostly what I see us doing now.

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Create a cohort of new to teaching roles nationally to provide professional development, build community and learn along side with.

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Learn from principals and leadership teams with high retention

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Leveraging virtual teaching – I keep thinking about how relatively quickly schools innovated and pivoted in response to the pandemic and none of that stuff stuck. In the majority, I don’t think students and teachers overall were fans of virtual teaching, and I wouldn’t advocate for purely virtual teaching for most kids (or teachers). BUT, now that many schools and many teachers know how to do it well it seems like a waste to just not consider it as a tool in the toolbox, especially given that it can broaden the reach of teachers who are really good at it. Things like hiring virtual teachers from different states to teach specialized, high need subject areas like math and science, or just subject areas that lend themselves well to a virtual format (like secondary humanities or something, as compared to like, Kindergarten!). Or even inter district – if the school across town has a great math teacher and you have a vacancy, get creative with scheduling, put a para in the classroom and Zoom that teacher in. This could be a way to make the profession more appealing to some teachers as well and help with the great resignation – not all teachers liked teaching virtually, but there are for sure a decent amount who might prefer a part time schedule, from home. I bet TNTP could figure out how to help a system pilot a virtual teaching force, as one part of their talent strategy.

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in support of getting more adults into classroom/lessening the load on teachers.

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to identify unnecessary barriers and deterrents to subbing AND proposals of how to structure and fund full time sub positions with benefits and guaranteed # of hours.

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with incentives for add on credentials in high needs subject areas  (e.g. ELL, SPED) so existing teachers can gain those credentials in a short period of time (over a break, intensively on weekends) along with their colleagues

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Partnerships with orgs like College / Equity Unbound to offer GYO programs that integrate obtaining a bachelors degree