Why Teacher Staffing Feels Harder Than Ever
Across the country, districts are feeling the squeeze: more open positions, fewer applicants, and higher turnover—especially among early-career educators. A Washington State literature review prepared for the Professional Educator Standards Board (PESB) highlighted a dramatic example: demand for new teachers increased by 250% over five years, while retirements rose and enrollment in preparation programs declined.
From my seat as a Special Education Director, I see a parallel challenge in related service staffing as well—speech-language pathologists, occupational therapists, physical therapists, school psychologists, and behavior specialists. When districts can’t recruit and retain these professionals, compliance timelines tighten, caseloads climb, and teams struggle to maintain consistent services for students.
The encouraging news is that research points to clear, practical moves districts can make. The most effective approach is not a single “silver bullet,” but a connected system that improves:
- Recruitment (building a strong pool)
- Selection (choosing the right candidates)
- Onboarding and retention (helping people succeed and stay)
Part 1: Recruitment—Grow the Pool Without Burning Out Your Team
Recruitment is the process of identifying and attracting qualified candidates. The literature emphasizes that recruitment works best when districts do two things at the same time:
- Increase access to candidates (cast a wider net)
- Increase the perceived attractiveness of the job (sell the role honestly and well)
1) Build strong relationships with preparation programs
Partnerships with universities and teacher preparation programs help districts connect with candidates early. One example cited in the review is Vancouver Public Schools, which regularly attends career fairs and partners with many universities to build a pipeline.
In practice, this can look like:
- Hosting student teacher placements intentionally (not randomly)
- Inviting candidates to observe classrooms and meet teams
- Training principals and interview teams to spot strong potential, not just strong resumes
2) Partner with alternative certification pathways
The review notes that alternative certification programs can increase the supply of teachers by reducing barriers to entry. Importantly, research cited found that teachers from alternative routes can perform as well as those from traditional routes, and some programs have increased diversity and retention.
Districts can strengthen this strategy by:
- Creating clear “on-ramps” for paraprofessionals and community members
- Offering structured support for candidates who are learning while teaching
- Aligning alternative pathway recruitment with high-need areas (special education, math, science, bilingual education)
3) Centralize recruitment with dedicated staff
A consistent theme is that recruitment improves when it is organized and resourced. A centralized recruitment office (district-led rather than school-by-school) can coordinate messaging, timelines, and outreach so the work doesn’t fall entirely on principals already managing daily operations.
4) Use multiple outreach strategies (two is the minimum)
Effective recruiters “cast a wide net.” The literature review highlights outreach tactics such as advertising, partnerships (for example, Teach for America), information sessions, social events with candidates, referral incentives, and administrator involvement.
One practical takeaway: if your district is relying on only one method (like posting on a job board), you’re likely leaving candidates on the table.
5) Proactive sourcing (“headhunting”) works
Proactive sourcing means identifying promising candidates and reaching out directly. The review describes how DC Public Schools built a large prospect list by contacting candidates, holding one-on-one calls, and actively “selling” the district’s mission and initiatives.
This is especially relevant in shortage areas where candidates have options—and where delays can cost you a hire.
6) Messaging matters more than we think
One of the most practical findings: candidates are often more influenced by messages about the work environment and the nature of the job than by financial incentives alone. Warm, human interactions during interviews also increase candidate attraction.
That doesn’t mean pay is irrelevant (it matters), but it does mean districts should intentionally communicate:
- Support systems for new staff
- Collaboration structures
- Professional learning opportunities
- Mission and student impact
Part 2: Selection—Hire for Effectiveness and Staying Power
Selection is everything that happens after an application is submitted and before a final offer is made. The review stresses that selection is one of the most important levers districts control—because the cost of turnover is real, and the cost to students of ineffective staffing is even greater.
1) Use multi-stage selection processes
Research supports multi-stage hiring (not a single interview). Examples include combinations of:
- Application/resume screen
- Online assessment
- Phone interview
- Essay or content knowledge task
- Mock lesson or teaching audition
- Structured in-person interview
- Realistic job preview
Multi-stage processes help districts assess multiple dimensions of fit and skill, while also streamlining time-intensive steps for only the strongest candidates.
2) Centralize hiring to reduce bias and improve consistency
Centralized hiring supports standard protocols, consistent scoring, and better data. In my experience, it also helps districts defend decisions and ensure equity—especially when staffing decisions are later questioned by stakeholders.
3) Pre-screening rubrics can be powerful (and affordable)
The Spokane Public Schools example is a standout: their screening rubrics predicted future teacher effectiveness and attrition. That’s a major finding—because it means districts can improve hiring outcomes using structured, internal tools rather than relying only on “gut feel.”
4) Structured interviews outperform unstructured interviews
Structured interviews use consistent questions, rating scales, and scoring guides. They reduce subjectivity and are more legally defensible—an important point for districts navigating HR compliance and equitable hiring.
5) Train interviewers with a shared frame of reference
Even a strong interview protocol can fall apart if interviewers don’t share a common understanding of what “great” looks like. Frame-of-reference training builds consistency by defining performance dimensions, clarifying standards, and practicing scoring with feedback.
Part 3: Onboarding and Retention—Where Districts Win (or Lose) the Staffing Game
The review cites a widely repeated statistic: as many as 50% of new teachers leave the profession within five years. Turnover is costly, disruptive, and often concentrated in the schools that can least afford instability.
The research is clear: recruitment alone won’t solve shortages if retention is ignored.
1) Mentoring is the strongest single onboarding lever
High-quality mentoring reduces early attrition significantly. Effective mentoring programs include careful mentor selection, thoughtful matching, mentor training, clear roles, and a focus on instruction and student learning.
2) Build collaboration into the schedule
Common planning time and structured collaboration reduce turnover and improve teacher confidence. New teachers benefit from shared lesson planning, instructional problem-solving, and data use routines.
3) Provide practical supports that reduce overwhelm
Supports like classroom aides, reduced extra duties, and additional feedback lower the risk of new teachers feeling set up to fail. The literature compares unsupported placement in challenging classrooms to putting a newly licensed driver into a NASCAR race—an image that resonates because it’s accurate.
4) Make professional development ongoing, coherent, and job-embedded
New teachers benefit most from learning that focuses on what to teach and how to teach it, delivered over time—not a single “one and done” workshop.
5) Supportive leadership is retention work
Principals and administrators who communicate regularly, recognize growth, and create a supportive culture directly influence retention. This is not “extra”; it is a key driver.
How This Connects to Related Service Shortages (and Where TinyEYE Fits)
Although the PESB review focuses on teachers, the same logic applies to therapist staffing shortages. Recruitment pipelines, structured selection, and strong onboarding are just as essential for SLPs and other specialists—especially in special education where service delivery must be consistent and legally compliant.
When districts partner with online therapy providers like TinyEYE, they can stabilize service delivery while continuing to strengthen long-term staffing systems. Virtual service models can also:
- Expand access to qualified clinicians beyond geographic boundaries
- Reduce gaps caused by vacancies and leaves
- Support continuity for students when in-person staffing is unpredictable
- Help districts meet timelines and IEP service requirements
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