Jennifer Livingstone
With the beginning of the new school year approaching in Delaware, families and students are gearing up for the back-to-school season. However, many districts are facing challenges in filling numerous job openings before the summer concludes.
According to the Delaware Schools Consortium, more than 700 positions in schools statewide remain vacant, averaging around 41 openings per district. Notably, the Appoquinimink, Cape Henlopen, Colonial, and Seaford school districts handle their own recruitment instead of being included in the Consortium’s data.
The staffing shortages in Delaware schools, which emerged in the aftermath of the COVID-19 pandemic, have prompted some districts to implement significant measures.
Last year, the Capital School District in the Dover area utilized remote teachers who videoconferenced into classrooms while support professionals supervised students due to the lack of teaching and transportation staff. In May, the Capital district abruptly shifted to fully remote learning, providing families less than two days’ notice due to staffing shortages.
Despite facing challenges in filling positions, the Capital School District still has 124 job openings, and its teacher retention rates within the same school have declined by approximately 13 percentage points compared to the previous academic year.
The district did not respond to inquiries from Spotlight Delaware regarding its current staffing needs. However, it is not the only district grappling with the need to enhance workforce levels.
As of the latest data, the Brandywine School District reports a total of 73 job vacancies on its Consortium page. District spokesperson William “Bill” O’Hanlon highlighted that job openings have slightly exceeded normal levels since the onset of the COVID-19 pandemic, with 17 positions vacant for elementary schools and 15 for secondary schools, similar to the previous year’s statistics.
It’s almost like a domino effect.
Addressing the urgency of filling these positions before summer ends, O’Hanlon emphasized the importance of ensuring that school buildings are adequately staffed and operational for student learning.
“When you have a school that does not have enough staff members to function adequately for student learning, I think that’s a concern for anybody,” O’Hanlon expressed. “At the end of the day, we want to make sure that there’s enough staff members in the building who are able to teach students.”
Traditionally, discussions between Brandywine staff and administration before the end of the school year help streamline the hiring process for the upcoming academic year, enabling proactive planning based on anticipated student needs.
O’Hanlon also underscored the significance of considering support staff roles, such as cafeteria aides and custodial workers, in addressing the broader workforce challenges beyond educators.
“If you don’t have enough cafeteria workers, that might mean longer lunch lines,” O’Hanlon noted. “Longer breakfast lines might mean students who are going to be in the cafeteria longer and not in the classroom. If you don’t have enough custodians, again, it’s almost like a domino effect.”
Contrary to the prevailing staffing shortages, the Lake Forest School District revealed a comparatively improved recruitment scenario, with only 16 job openings reported as of the recent assessment. Human Resources Director Travis Moorman highlighted the district’s same-school teacher retention rates and its strategic planning for future workforce needs.
Utilizing the Delaware Schools Consortium as a primary resource, Lake Forest faces operational challenges due to the consortium’s automation, necessitating individual district oversight. Despite such obstacles, the district leverages word-of-mouth referrals post job postings to attract local talent, initiating hiring planning as early as spring for the upcoming school year.
Moorman also pointed out the shifting trend of recent graduates showing interest in returning to their home communities for teaching positions following the pandemic, indicating a potential recruitment pool for Lake Forest.
Given the evolving recruitment landscape, Lake Forest remains committed to reinforcing its workforce through community connections, emphasizing the collective engagement of district stakeholders in hiring endeavors.
Similar to Lake Forest, the Woodbridge School District, serving the Bridgeville area, prioritizes staff recommendations and positive work environments to attract prospective hires.
Assistant Superintendent Kelley Kirkland lauded the integral role of existing staff members in promoting the district as an appealing workplace, fostering community engagement and recruitment efforts.
With a stable same-school teacher retention rate and a moderate 13 job openings currently available, Woodbridge emphasizes staff connectivity to enhance recruitment outcomes, particularly amid the impending back-to-school season.
Kirkland emphasized the importance of timely staffing decisions to ensure optimal student performance, acknowledging the critical link between teacher vacancies and educational outcomes for students entering the new academic year.
Reflecting on the broader implications of COVID-19, Delaware schools witnessed a surge in teacher retirements, exacerbating existing workforce challenges.
Moreover, Delaware faces stiff regional competition in recruiting new teachers as neighboring states offer higher average annual educator pay compared to Delaware. As efforts intensify to enhance teacher compensation, the state seeks to bridge the salary gap to attract and retain qualified educators.
Furthermore, the Delaware State Education Association (DSEA) conducted a survey highlighting teachers’ dissatisfaction with teaching conditions, particularly concerning student behavior issues in classrooms. In response, the state established a Student Behavior and School Climate Task Force to address behavioral concerns within school settings, aligning with educators’ demands for improved working conditions.
DSEA collaborates with state-level programs to offer resources and incentives for educators to remain in Delaware’s school system. Selected school districts in the state benefit from Delaware Technical Community College’s Bachelor of Science in education program, enabling students to engage in a year-long residency for comprehensive professional development.
Alongside residency initiatives, Del Tech’s “grow your own” program recruits paraeducators willing to complete a three-year degree to become certified teachers, fostering a sustainable pipeline of educators to address staffing shortages.
By nurturing partnerships with external stakeholders and leveraging community connections, Delaware endeavors to fortify its education sector with a resilient and well-supported workforce.
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