i

A Toolkit Including Procedures for Implementing a Systematic 

Approach for Attracting, Selecting, Appointing, Socializing, and 

Retaining Teachers and Other School Leaders in Hard-to-Staff 

Rural and Small School Districts

Written for SERVE by 

Charles Ahearn, Ed.D.

Director of Special Initiatives

The SERVE Center at

the University of North Carolina at Greensboro

Atlanta, Georgia

Hobart Harmon, Ph.D.

Education Consultant

Timberville, Virginia

John R. Sanders, Ed.D.

JRS Consulting

Greensboro, North Carolina
ii

©SERVE, 2006 

Proprietary—Not for copying without the express permission of SERVE.

First Printing, 2006

Produced by

The SERVE Center at University of North Carolina at Greensboro

Written for SERVE by

Charles Ahearn, Director of Special Initiatives, SERVE 

Hobart Harmon, Education Consultant

John R. Sanders, JRS Consulting

Design Team Members

Charles Ahearn, Director of Special Initiatives, SERVE 

Steven Bingham, Director, Wake Leadership Academy

Kathleen Mooney, Evaluation Specialist, SERVE 

Jerry Natkin, Senior Research Scientist, SERVE 

John R. Sanders, JRS Consulting

Edited by 

Christy Casbon, Editorial Consultant

Donna Nalley, Director of Publications, SERVE

Designed by 

Jane Houle, Graphic Designer, SERVE

The content of this publication does not necessarily refl ect the views or policies of the Institute of

Education Sciences, U.S. Department of Education, nor does mention of trade names, commercial 

products, or organizations imply endorsement by the U.S. Government.

This document was produced with funding from the Institute of Educational Sciences, 

U.S. Department of Education, under contract no. ED-01-CO-0015.
iii

Contents

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Recruitment and Retention Toolkit 

 Overview of Rationale and Development

Introduction and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Toolkit Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Toolkit Contents and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Why Use the Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Recruitment Brochure Tool

Purpose, Premise, and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Observations From School District Administrators Who Have Reviewed This Tool . . . . . . . . . . . . . . . . . . . . 5

Suggested Brochure Categories: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

A Great Place to Live . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

A Great Place to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

A Great Place to Grow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

A Great Place to Belong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

School District Profi le . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Program Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Employee Benefi ts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Assessment of Community Resources Tool

Purpose, Premise, and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Identifying Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Clubs and Civic Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Grass Roots or Citizens’ Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Community-Based Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Private Sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Other Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Observations From School District Administrators Who Have Reviewed This Tool . . . . . . . . . . . . . . . . . . . 11

Chart for Matching Resources to Core Subject Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Applicant Portfolio Review Tool

Purpose, Premise, and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Observations From School District Administrators Who Have Reviewed This Tool . . . . . . . . . . . . . . . . . . . 17

Portfolio Review Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
iv

Applicant Interview Tool

Purpose, Premise, and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Interview Guidelines Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Observations From School District Administrators Who Have Reviewed This Tool . . . . . . . . . . . . . . . . . . . .19

Applicant Interview Questionnaire—Form A (Likert-Type Scale) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Applicant Interview Questionnaire—Form B (Pass-Fail Scale) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Applicant Interview Questionnaire—Form C (High-Medium-Low Scale) . . . . . . . . . . . . . . . . . . . . . . . . .26

Retention Checklist Tool

Purpose, Premise, and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Personnel Retention Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Exit Interview/Survey Tool

Purpose, Premise, and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Observations From School District Administrators Who Have Reviewed This Tool . . . . . . . . . . . . . . . . . . . .35

Personnel Exit Interview Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Personnel Exit Interview—Sample Cover Letter for Mailed Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Personnel Exit Interview—Introductory Remarks for Phone Interview . . . . . . . . . . . . . . . . . . . . . . . . . 42

About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

About SERVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
v

Acknowledgments

We gratefully acknowledge the following members of the Rural School District Superintendents’ 

Network at SERVE who assisted in the development of this document. Their time, patience, and 

insightful recommendations shaped and enhanced this fi nal product.

Wayne Aldrich, Superintendent 

Glades County School District

Moore Haven, Florida

Cheryl C. Allread, Superintendent 

Marion County Schools, District 1

Marion, South Carolina

Charles Blalock, Superintendent 

Hamilton County Schools 

Jasper, Florida

James Carter, Superintendent 

Selma City School District

Selma, Alabama

Dennis Chamberlain, Superintendent 

Lamar County Schools 

Barnesville, Georgia

Maggie Griffi n, Superintendent 

South Pike School District

Magnolia, Mississippi

David Hargett, Superintendent 

East Tallahatchie Consolidated School District 

Charleston, Mississippi 

Sharon W. Keesley, Superintendent 

Edgefi eld County Schools

Edgefi eld, South Carolina

Tim G. Lull, Superintendent 

Walton County Schools

Monroe, Georgia

Steve Mazingo, Superintendent

Greene County Schools

Snow Hill, North Carolina

Mack McCary, Superintendent 

Jackson County Schools 

Sylva, North Carolina

James W. Pickens, Jr., Superintendent 

Northhampton County Schools

Jackson, North Carolina

Steve W. Quick, Superintendent 

Florence District 2

Pamplico, South Carolina

Brenda Reedy, Superintendent 

Union County School District

New Albany, Mississippi 

Norma Sermon-Boyd 

SERVE Board of Directors Representative 

 to the Network

Pollocksville, North Carolina

Lee Shiver, Superintendent 

Pickens County Board of Education 

Jasper, Georgia

Danny Sims, Superintendent

Jackson County Schools

Marianna, Florida

Lynn Smith, Superintendent 

Brewton City School District

Brewton, Alabama 

Maurice Smith, Superintendent 

North Bolivar School District

Shelby, Mississippi
vi

Marc J. Sosne, Former Superintendent 

Pender County Schools

Burgaw, North Carolina

Currently in the Department of Special Studies

University of North Carolina at Wilmington

Ray Spain, Superintendent

Warren County Schools

Warrenton, North Carolina

Patricia Stokes, Superintendent 

Morgan County Schools 

Madison, Georgia

Fred W. Ward, Superintendent 

Lafayette County Schools 

Mayo, Florida

We gratefully acknowledge the following members and former members of the SERVE staff who 

assisted in the development of this document. Their time, patience, and insightful recommendations 

shaped and enhanced this fi nal product.

Charles Ahearn

Director of Special Initiatives

The SERVE Center at University of North Carolina

at Greensboro

Atlanta, Georgia

Steven Bingham

Director, Wake Leadership Academy

Raleigh, North Carolina

Kathleen Mooney

Evaluation Specialist

The SERVE Center at University of North Carolina

at Greensboro

Jerry Natkin

Senior Research Scientist

The SERVE Center at University of North Carolina

at Greensboro

John R. Sanders

JRS Consulting

Greensboro, North Carolina
1

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Introduction and Rationale

Recruiting and retaining teachers and other personnel continues to be one of the 

most critical issues in rural schools (Harmon, 2003a). The need for teachers in the 

U.S. is expected to grow signifi cantly as large numbers of teachers retire, many 

taking advantage of early retirement incentives (Heller, 2004). In searching for ways 

to meet new federal law requirements outlined in the No Child Left Behind Act of 

2001 regarding teacher quality, small and rural school districts will face pervasive 

recruitment and retention challenges as they struggle to compete in the teacher labor 

market (Southeast Center for Teacher Quality, 2004).

Research informs us that having a high-quality teacher is the single most important 

factor infl uencing student achievement (The Southeast Center for Teacher Quality, 

2004). We must be concerned more than ever with hiring the best teachers and other 

school leaders, particularly if we want to close the achievement gap. Keeping teachers 

is also a major challenge toward this end (Harmon, N.C. Center for Public Policy 

Research, 2004). And keeping teachers and other school and district leaders requires 

a school district to make schools a better place for students to learn and professionals 

to work (Scherer, 2003).

Toolkit Development

This toolkit is a response to the needs expressed by superintendents in the Rural 

School District Superintendents’ Network at SERVE, a network of high-performing 

superintendents form the six-state SERVE region. In a nominal group activity, 

superintendents cited “recruitment and retention of staff” as their top-ranked issue 

(Natkin, 2003). SERVE staff relied heavily on the expertise and experience of this 

network of superintendents and nationally recognized experts in rural education to 

select the topics and develop the contents of the tools in this systematic approach. 

Examples of surveys and other documents used successfully in the rural school 

districts to address teacher recruitment and retention issues also were collected and 

considered in the development of this toolkit.

As a part of SERVE’s quality assurance process, a draft of this toolkit was completed, 

and a convenience sample of school districts from southeastern states participated 

in a developmental test. The test was conducted by SERVE staff using structured 

interviews with superintendents and administrators involved in hiring decisions to 

elicit their reactions to the toolkit—particularly their perceptions of its utility, value, 

and likely impact. Interviews were conducted both on-site and by teleconference. 

Using a different structured interview protocol, staff met with teachers and 

administrators and others in each district not involved in hiring decisions to 

learn about their opinions of personnel recruitment and retention in rural areas. 

Administrators (the likely users of the toolkit) received draft copies in advance of 

the interviews; teachers (because of the nature of their interviews) did not. Teachers 

interviewed were selected by district administrators with attention to ethnic and 

Recruitment 

and Retention 

Toolkit 

Overview of 

Rationale and 

Development
2

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

gender diversity as well as representation from elementary, middle, and high 

school faculty. Interviewees were instructed that their responses would be reported 

anonymously and that the reports would be used by the authors of the toolkit to 

improve the utility, value, and impact of this toolkit. 

Toolkit Contents and Use

While many topics are possible, six tools are included in the toolkit on critical areas 

that will enable small and rural school districts to address their personnel recruitment 

and retention issues. They are the following:

◆ Recruitment Brochure Tool

◆ Assessment of Community Resources Tool

◆ Applicant Portfolio Review Tool

◆ Applicant Interview Tool

◆ Personnel Retention Checklist Tool

◆ Personnel Exit Interview/Survey Tool

Each tool includes a brief description of its purpose, the premise on which it was 

developed, and procedures for using it effectively. A school district may choose to use 

the tools individually or collectively, based on circumstances specifi c to each district. 

However, the greatest success in addressing the district’s recruitment and retention 

issues is more likely to occur if all six tools are integrated into district recruitment and 

retention practices and viewed and used as a system.

Why Use the Tools

School district leaders should consider using the tools in this toolkit if they are 

seeking answers to the following questions:

◆ Do district recruitment materials (e.g., a brochure) include the 

most appropriate information that best “sells” our rural schools and 

community to prospective teachers and other school leaders?

◆ How can we identify resources in the community that could support our 

school improvement agenda, especially student achievement in the core 

academic areas?

◆ How can we more effectively screen information from applicants?

◆ How can we conduct better interviews of applicants and select those with 

the greatest chance of being most successful in our school district?

◆ Do we know how our district’s personnel retention record compares with 

those of surrounding districts and with those of other districts most similar 

to ours?

◆ How much do we objectively know about why personnel are leaving our 

school district before retirement?
3

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

References

Harmon, H. L. (2003a). Rural education. In James W. Guthrie (Ed.), Encyclopedia of 

Education. (2nd edition), (pp. 2083–2090). NY: Macmillan Reference.

Harmon, H. L. (Winter 2003b). Teacher recruitment and retention in rural schools. 

The State Education Standard, 4(1), 13–17.

Heller, D. A. (2004). Teachers wanted: Attracting and retaining good teachers. 

Alexandria, VA: Association for Supervision and Curriculum Development.

Natkin, J., & Mooney, K. (2003). Preliminary report on nominal and focus group 

sessions. The SERVE Center at the University of North Carolina at Greensboro. 

NC Center for Public Policy Research. (2004). Shortage of teachers an impending 

crisis—state action needed. Raleigh, NC: Author.

Peterson, K. D. (2002). Effective teacher hiring: A guide to getting the best. 

Alexandria, VA: Association for Supervision and Curriculum Development.

Scherer, M. (2003). Keeping good teachers. Alexandria, VA: Association for 

Supervision and Curriculum Development.

The Southeast Center for Teacher Quality. (2004). Unfi lled promise: Ensuring high 

quality teachers for our nation’s students. Chapel Hill, NC: Author.
4

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Notes
5

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Purpose, Premise, and Procedures

The purpose of this tool is to provide school district leadership with an “idea guide” 

for developing a comprehensive brochure that appeals to persons seeking a teaching 

or other leadership position. The ideas in this tool may be appropriate for use in 

either a district or school recruitment brochure.

This tool is based on the assumption that the school district will conduct the research 

and make use of factual information and available state, regional, and national 

networks to market the school district and schools to prospective candidates. All such 

information should be placed in an attractive brochure that reveals the desirability of 

the district as a place to live, teach, grow professionally, and belong.

Use the ideas in this tool to draft a recruitment brochure for the school district and/

or school(s). Consider each heading in the tool and collect relevant, up-to-date facts 

that, collectively, would set a positive tone and provide a realistic picture of the school 

district and community.

Observations from school district administrators who have 

reviewed this tool:

Refl ect districtwide strengths such as university partnerships, professional 

development opportunities, and recruitment incentives such as dedicated use of a 

laptop (and technical support), tuition support, or opportunity to work on extracurricular activities. If you are interested in attracting minority candidates, make sure 

your literature refl ects that in photos, partners, names, and stories presented.

Asking a team of new teachers in the district(s) to assist in developing the brochure’s 

contents might provide valuable and up-to-date information. (Be sure to include teachers 

who are from the local area and teachers who are not. If the school district relies heavily 

on a targeted list of colleges and universities for recruitment purposes, be sure to include 

new teachers from these institutions on the brochure development team.) Perhaps consider 

putting together a traveling recruitment team that includes articulate new and veteran 

teachers to promote the district—maybe with an accompanying display. Give copies of the 

brochure to board members, ministers, business people, and others for help in recruiting.

Present the district as a place where you can come for high-quality teaching. Keep in 

mind that some teachers and their spouses are attracted to a district because it is a 

great place to live and bring up the kids. (One teacher-interviewee commented, “I came 

here because this district had the services my child needs, even though I had to take a 

pay cut.”) Assessment of community resources (see Community Resources Tool) could 

be presented as a service that supports the high quality of teaching in the district. 

Change the brochure’s contents as often as needed to keep it relevant and responsive 

to the targeted population of prospective teaching candidates for your rural school 

district. (For economy, this might be accomplished by using brochure inserts for 

information that changes often.) Consider using the brochure in combination with a 

website that could be updated, supported, downloaded, and printed as needs dictate.

Recruitment 

Brochure 

Tool
6

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

A Great Place to LiveDescribe the strengths of the small town, rural area. 

◆ Great place to raise a family◆ Small town or rural values◆ Neighbors who care◆ Low crime/safe area◆ Outdoor recreational amenities 

(parks, rivers, mountains, etc.)

◆ Slower pace of life◆ Internet technology access◆ Lower cost of living◆ Safe highways◆ Location (close to ?)

Provide appropriate census data for area, particularly revealing “small town” facts.

A Great Place to TeachDescribe advantages of teaching in a rural school/district. 

◆ Friendliness of small schools◆ Small class size◆ Respected by community as a 

professional

◆ Among highest paid in community◆ Few discipline problems◆ Few “urban” school problems◆ Less bureaucracy◆ Opportunity for individualized 

instruction

◆ Opportunity to know students and 

parents well

◆ Administrative and collegial support

A Great Place to GrowDescribe professional development and leadership opportunities. 

◆ Opportunities for professional 

development

◆ Induction program◆ Mentoring program◆ Opportunity to be a mentor◆ Opportunity to lead change efforts◆ Opportunity to pursue grants and 

direct programs 

◆ Opportunity to be heard ◆ Opportunity for professional 

practice (innovation)

◆ Contact with higher 

education professors

◆ Support for National Board 

Certifi cation

◆ Personalized leadership academy

6

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 
7

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts A Great Place to Belong Profi le facts about accomplishments of people and programs.

◆ Schools accredited◆ Teachers and administrators 

(and support staff) who have received regional, state, or national recognition

◆ Teachers holding National Board 

Certifi cation, advanced degrees

◆ Students who have been recognized 

for excellence

◆ Highly accomplished graduates of 

the school system

◆ Recognition of system innovation, 

such as grants awarded and special programs implemented

School District Profi leDescribe vision, mission, or goals of school district. List names of schools in districts, the number of educators, students, etc.Give website address for school district and individual schools.Give map profi ling district’s location, towns, signifi cant amenities.

Program HighlightsDescribe the vast array of current educational offerings.

◆ Pre-K Program◆ Art, music, foreign language◆ Honor’s/Advanced Placement 

Programs

◆ Career & technical education◆ Dual credit or joint enrollment 

programs with colleges

Describe extra-curricular activities.Describe facilities and technology available, especially for teaching.Employee Benefi tsDescribe benefi ts:

◆ First Year: 13-month prorated salary 

for beginning teachers

◆ Signing bonus (for critical fi elds)◆ Teachers retirement◆ Major Medical and Hospital 

Insurance

◆ Sick leave◆ Other group insurance (e.g., 

life, accidental death and dismemberment insurance, shortterm disability)

◆ Local supplements

◆ Tax sheltered annuity program◆ Dental insurance◆ Credit union membership◆ Workman’s Compensation Insurance 

and Social Security

◆ Stipends for completing professional development, including 

college courses

◆ State of the art computer network 

system with high-speed Internet connection and e-mail addresses for all certifi ed staff

◆ Flexible scheduling (job sharing 

with benefi ts)

◆ Personal leave days for professional development◆ Unique “local” benefits 

district provides

7

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 
8

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Notes
9

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Purpose, Premise, and Procedures

The purpose of this tool is to enable the school district to develop an up-to-date list 

of community resources, particularly people, who can contribute their talents in ways 

that give educators maximum capacity for effectively teaching all students. While 

the tool may be used for any instructional area, it is specifi cally designed to address 

resource needs for improving teaching and learning in the core academic subjects; 

namely, English/language arts, math, science, and social studies. However, a section 

for “other instructional areas” is also provided in the tool.

This tool is based on the assumptions that the school has completed or is in the 

process of completing a planning process that makes available a strategic plan, school 

renewal plan, school improvement plan, or similar document to users of this tool. 

A second assumption is that the district will maintain a database of local resources, 

including people who can teach or assist teachers in their professional roles—people 

who support teacher beliefs and expectations—and people who believe that 

supporting excellent public schools is part of their community responsibility.

Completing and updating the assessment of community resources tool is a 

four-step process.

Step One

A teacher, committee of teachers, or other appropriate persons determine 

the three greatest needs for improving student achievement in each subject. 

These should be listed in rank order for each major area in each core academic 

area. Setting priorities will require a review of the school’s improvement or 

educational plan or other document(s) that reveals teaching and learning needs 

of the school.

Step Two

The committee of teachers or other school leaders, with parent and community 

representation, should brainstorm the “people, places, and things” in the 

community that could serve as a resource for accomplishing the three 

prioritized needs.

Step Three

Complete the Community Resources for Teaching and Learning form, and 

attach it to the school’s improvement or educational plan.

Step Four

Community resources used by the school should be evaluated periodically 

based on results achieved in enabling the school to help all students meet 

achievement standards.

Assessment 

of 

Community 

Resources 

Tool
10

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Identifying Resources

While the local phone book (both white and yellow pages) can be extremely helpful 

in identifying resources in your area, members of the PTO, city-/county-planning 

departments, the chamber of commerce, school volunteers, and placement agencies 

are other possibilities. School festivals such as a Shakespeare Festival or other 

activities where the community is involved is another way to tap into community 

knowledge and talent through getting to know business people, leaders, volunteers 

from civic organizations, and many talented people involved in community arts 

groups. If you let these knowledgeable community members know what you’re doing 

and your motivation, many will pitch in and help. Be sure to keep a list of the name, 

address, and phone number of each contact person and information on how each can 

or will assist in this endeavor.

Clubs and Civic Organizations

American Legion Post Rotary

 Garden Club Rotary Club

 Kiwanis Club Women’s Club

 Knights of Columbus 4-H Club

 Lion’s Club Other civic organizations

 Masons

 Grass Roots or Citizen’s Associations

 All local community or countywide organizations

 Community centers

 Farm or agricultural associations or groups

 Local offi cials, politicians, and leaders

 Seniors’ groups

Institutions

 Cooperative extension service

 Local public or private schools, community colleges, and universities

 Local volunteer fi re department(s)

 Parks and town pools

 Police offi cers and other emergency personnel

 Public hospitals or clinics

 Recreation resources like golf courses or other rural amenities

 State or federal agencies

 Town, county, or regional libraries
11

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Community-Based Organizations (local or county-wide)

 Advocacy groups for environment, safety, drug abuse reduction

 Clinics and counseling centers

 Domestic violence assistance

 Faith-based organizations

 Food programs/banks

 Housing organizations

 Parent-teacher organizations (PTO)

Private Sector

 Banks Farms

 Business associations Local businesses

 Chambers of commerce Real estate agencies

Other populations

Athletes

 College students

 Ethnic groups

 Local crafts people/musicians/artists/dancers/dramatists

 Local professional (e.g., doctors, dentists, veterinarians, 

 lawyers, pharmacists)

 Senior citizens

 Youth

Observations from school district administrators who have 

reviewed this tool:

This tool might be given to principals to implement at the school level. If so, principals 

could assess their needs fi rst, before the community-wide assessment.

Consider how the PTO and community could help in identifying resources.

This tool could be incorporated into a strategic planning process; perhaps start with a 

school improvement plan and do the survey for just one subject—science; another use 

for this tool might be to assess community resources to support the teaching of music, 

art, coaching—not just the core subjects.
12

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Subject/Ranked Needs People Places Things

 1.

 2.

 3.

 4.

 5.

 6.

 7.

 8.

 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

Community Resources for Teaching and Learning

English/Language Arts
13

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Community Resources for Teaching and Learning

Math

Subject/Ranked Needs People Places Things

 1.

 2.

 3.

 4.

 5.

 6.

 7.

 8.

 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.
14

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Community Resources for Teaching and Learning

Science

Subject/Ranked Needs People Places Things

 1.

 2.

 3.

 4.

 5.

 6.

 7.

 8.

 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.
15

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Community Resources for Teaching and Learning

Social Studies

Subject/Ranked Needs People Places Things

 1.

 2.

 3.

 4.

 5.

 6.

 7.

 8.

 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.
16

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Community Resources for Teaching and Learning

Other Instruction Areas

Subject/Ranked Needs People Places Things

 1.

 2.

 3.

 4.

 5.

 6.

 7.

 8.

 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.
17

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Purpose, Premise, and Procedures

The purpose of this tool is to facilitate the effi cient screening of applications, resumes 

and other supportive materials submitted by applicants for positions in the school 

district.

This tool is based on the assumption that the school district seeks to interview only 

applicants who submit appropriate applications and support materials revealing that 

they are highly qualifi ed for the position advertised.

The Director of Personnel/Human Services, designee, or assigned reviewer(s) indicates 

a “yes” or “no” for each item in the checklist. All application materials submitted for 

a specifi c position are screened by the same person(s). This completed form is placed 

in the applicant’s fi le and used in the interview process. In the “comments” section for 

an item, describe any fact or issue that should be further investigated in the interview. 

At the end of the form, the reviewer indicates if the applicant warrants an interview. If 

a review criterion is inappropriate for the school district’s employment requirements, 

mark “NA” (Not Applicable) in the comments section.

Observations from school district administrators who have 

reviewed this tool:

The checklist might be helpful to use in place of or in addition to the application or 

fi le that goes to principals. Sometimes HR loses track of the fi le and are in the dark; 

sometimes a principal will go around HR in identifying candidates.

Consider including a writing sample as part of the fi nal interviewing process.

Applicant 

Portfolio 

Review 

Tool
18

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Portfolio Review Checklist

Name ________________________________________________________________________

Mailing address _________________________________________________________________

E-mail _______________________________________________________________________

Phone number (home)________________________________ (cell) ________________________

Position applied for ______________________________________________________________

Portfolio Review Checklist 

Review Criterion Yes No Comments

1. Submitted required application?

2. Met submission deadline?

3. Holds valid certifi cate or passed 

Praxis I / II? 

4. Is certifi cate temporary? 

5. Has certifi cate in subject(s) needed? 

6. Provided offi cial college transcript(s)?

7. Provided reference?

8. Authorized background check?

9. Has background of experiences (e.g., 

rural) indicating successful “fi t” in our 

school system and community?

Recommended for Interview: Yes No

Reviewer(s): 

 Name Position Date

1. ___________________________ ___________________________ ______________

2. ___________________________ ___________________________ ______________

3. ___________________________ ___________________________ ______________
19

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Purpose, Premise, and Procedures

The purpose of this tool is to facilitate the effi cient and effective interviewing of applicants. 

This tool is based on the assumption that the school district seeks to select highly 

qualifi ed persons who have the education and experiences that would result in their 

success and retention as a teacher or other school leader in a small or rural school and 

community environment.

Use this checklist in interviewing applicants for teaching or other leadership positions in 

the school district. Follow the interview guidelines criteria when conducting the interviews 

and rating the applicant. The form is to be completed by the person(s) conducting the 

interview—preferably two or more persons will conduct the interview, each completing 

their own form and then summarizing on one form. Signature of interviewer(s) and date of 

the interview are to be placed at the end of the form. A copy of the applicant’s “Applicant 

Portfolio Review” must be considered in the interview process. The interviewer(s) should 

particularly attempt to clarify evidence for making a judgment for any item with comments 

noted on the Portfolio Review Checklist. It is recommended that the scores not be totaled 

in that various questions have various values.

Interview Guidelines Criteria

The interviewer(s) should use the following criteria when interviewing and 

recommending personnel for teaching or other leadership positions:

1. Choose the person best qualifi ed for the position, with a view toward 

suitability for further advancement.

2. Adhere to federal, state, and local laws and regulations regarding equal 

employment opportunity.

3. Follow procedures that prevent race, color, religion, age, sex, national origin, 

or membership from being a consideration in any employment opportunity.

4. Fill teaching vacancies by upgrading or promoting from within whenever staff 

members in the school district meet necessary qualifi cations described in the 

job announcement.

Observations from school district administrators who have 

reviewed this tool:

Remember that you determine what and how many questions are asked under each of 

the categories. (The questions might change depending on the experience level sought.) 

One district administrator reminded, “We hire the person who is the best fi t for the 

position, not necessarily the one with the highest score.”

Also, you can weight items that are more important. For example, you can decide that 

you are going to double candidates’ scores on item 7, at-risk students.

If the fi ve-point Likert-rating-scale (form A) is not to your liking, use one of the alternate 

forms of the instrument. Alternate form B is pass-fail; alternate form C is high-medium-low.

Applicant 

Interview 

Tool
20

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Applicant Interview Questionnaire (Form A)

Instructions

Form to be completed by interviewer of applicant. Please note the interview guidelines criteria on previous 

page. Rate each item regarding the degree to which the applicant possesses knowledge and skills appropriate 

for the position. Use the following rating scale to rate each item: 1=Poor, 2=Fair, 3=Average, 4=Good, 

5=Superior, and “?” if you cannot judge. (Items of your choosing can be weighted.)

 1. Education Preparation: 1 2 3 4 5 ?

Please explain how your professional education and experiences prepare you to teach successfully or serve 

in another leadership role in a school district like ___________________ (school district), especially one 

that is located in a small town/rural area. 

2. Certifi cation: 1 2 3 4 5 ?

Please explain how your areas of certifi cation appear to match the needs of our school district.

3. Persistence: 1 2 3 4 5 ?

Question: Suppose you had a student from a migrant farming family who often missed school, had 

learning defi ciencies, and exhibited minor behavior problems. How would you help this student be 

successful in the subjects you teach?

4. Organization and Planning: 1 2 3 4 5 ?

Describe how you would arrange a classroom to effectively teach 20 students with various learning styles 

and with one-half of the students coming from impoverished home circumstances.

5. Values Student Learning: 1 2 3 4 5 ?

Question: If most of the students in a class have rural backgrounds with little reason to value making good 

grades because few jobs in the area require it, how might you enable them to know your highest priority 

as a teacher or other school leader is to help them be successful academically?

6. Theory to Practice: 1 2 3 4 5 ?

Question: If you reviewed test scores of students in a class and found they needed extra help in learning 

a particular topic, how would you select or recommend an instructional “best practice” to help them learn 

better (i.e., improve test scores)?
21

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

7. At-Risk Students: 1 2 3 4 5 ?

Question: In small schools, you have the best students and the extremely challenged students in the same 

class. What would be your approach to connecting with the abilities of all the students in a class when 

teaching a lesson or other activity?

8. Approach to Students: 1 2 3 4 5 ?

Question: How would you approach solving a problem where the single parent, working mother of a 

student asked you for help in improving her child’s performance academically and socially?

 

9. Thrive in School Culture: 1 2 3 4 5 ?

Question: What kind of school culture do you expect to fi nd in a small (or large) rural school? How does 

this culture affect your effectiveness as a teacher? How would you go about understanding and improving 

the learning culture in a school?

10. Success as a Teacher: 1 2 3 4 5 ?

Describe a previous teaching experience where you were very successful in motivating a poor (low-income 

family) minority student to excel academically.

11. Student Success: 1 2 3 4 5 ?

Question: If a student had a job to earn money to support the family (i.e., parents, siblings), how would 

you help the student be successful academically in school? How would you reward such a student for 

doing his/her best? 

12. Thrive in Community Culture: 1 2 3 4 5 ?

Question: Are there any particular features about our community or rural area that make

you interested in a position in our school district? How does the school district and area 

help you accomplish both your professional and personal career goals? 

13. Are there any additional comments you would like to make to help me/us consider your qualifi cations 

for the teaching or other leadership position?

(Form A, continued)
22

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Interviewer(s) Summary Comments: _________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Interviewer(s) Recommendation (check only one):

 Should not be considered, poor applicant

 Endorse with reservations, inferior applicant

 Should be considered, average applicant 

 Good fi rst impression, strong applicant

 Exceptional potential, outstanding applicant

Name of Interviewer(s) _____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Date of Interview: _____________________________

(Form A, continued)
23

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Applicant Interview Questionnaire (Form B)

Instructions

Form to be completed by interviewer of applicant. Please note the interview guidelines criteria previously stated. 

Rate each item regarding the degree to which the applicant possesses knowledge and skills appropriate for the 

position. Use the following rating scale to rate each item PASS, FAIL and “?” if you cannot judge. (Items of your 

choosing may be weighted.)

1. Education Preparation: PASS FAIL ? 

Please explain how your professional education and experiences prepare you to perform successfully in 

a school district like ___________________ (school district), especially one that is located in a small 

town/rural area. 

 2. Certifi cation: PASS FAIL ?

Please explain how your areas of certifi cation appear to match the needs of our school district.

 3. Persistence: PASS FAIL ?

Question: Suppose you had a student from a migrant farming family who often missed school, had 

learning defi ciencies, and exhibited minor behavior problems. How would you help this student be 

successful in the subjects you teach?

 4. Organization and Planning: PASS FAIL ?

Describe how you would arrange a classroom to effectively teach 20 students with various learning styles 

and with one-half of the students coming from impoverished home circumstances.

 5. Values Student Learning: PASS FAIL ?

Question: If most of the students in a class have rural backgrounds with little reason to value making good 

grades because few jobs in the area requite it, how might you let them to know that your highest priority 

as is to help them be successful academically?

 6. Theory to Practice: PASS FAIL ?

Question: If you reviewed test scores of students in a class and found they needed extra help in 

learning a particular topic, how would you select or recommend an instructional “best practice” to 

help them improve?
24

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

 7. At-Risk Students: PASS FAIL ?

Question: In small schools, you have the best students and the extremely challenged students in the 

same class. What would be an approach to connecting with the abilities of all the students in a class when 

teaching a lesson or other activity?

 8. Approach to Students: PASS FAIL ?

Question: How would you approach solving a problem where the single parent, working mother of a 

student in asked you for help in improving her child’s performance academically and socially?

 9. Thrive in School Culture: PASS FAIL ?

Question: What kind of school culture do you expect to fi nd in a small (or large) rural school? How does 

this culture affect student and teacher performance? How would you go about assessing and improving the 

learning culture in a school? 

10. Success as a Teacher: PASS FAIL ?

Describe a previous professional experience where you were very successful in motivating a poor (lowincome family) minority student to excel academically.

11. Student Success: PASS FAIL ?

Question: If a student had a job to earn money to support the family (i.e., parents, siblings), what would 

you recommend to help the student be successful academically in school? What would you recommend as 

a reward for a student doing his/her best? 

12. Thrive in Community Culture: PASS FAIL ?

Question: Are there any particular features about our community or rural area that make you interested 

in a position in our school district? How does the school district and area help you accomplish both your 

professional and personal career goals? 

13. Are there any additional comments you would like to make to help me/us consider your qualifi cations 

for the position?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

(Form B, continued)
25

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Rating Summary:

Number of PASS ratings: __________

Number of FAIL ratings: __________

Number of “?” __________

Interviewer(s) Summary Comments: 

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Interviewer(s) Recommendation (check only one):

 Should not be considered, poor applicant

 Endorse with reservations, inferior applicant

 Should be considered, average applicant 

 Good fi rst impression, strong applicant

 Exceptional potential, outstanding applicant

Name of Interviewer(s) _____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Date of Interview: _____________________________

(Form B, continued)
26

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Applicant Interview Questionnaire (Form C)

Instructions

Form to be completed by interviewer of applicant. Please note the interview guidelines criteria previously stated. 

Rate each item regarding the degree to which the applicant possesses knowledge and skills appropriate for the 

position. Use the following rating scale to rate each item: HIGH=Superior, MEDIUM=Average, LOW=Poor, 

and “?” if you cannot judge. (Items of your choosing can be weighted.)

 1. Education Preparation: HIGH MEDIUM LOW ?

Please explain how your professional education and experiences prepare you to teach or perform 

successfully in another leadership position in a school district like ___________________ (school 

district), especially one that is located in a small town/rural area. 

 2. Certifi cation: HIGH MEDIUM LOW ?

Please explain how your areas of certifi cation appear to match the needs of our school district.

 3. Persistence: HIGH MEDIUM LOW ?

Question: Suppose you had a student from a migrant farming family who often missed school, had 

learning defi ciencies, and exhibited minor behavior problems. How would you help this student be 

successful in the subjects you teach?

 4. Organization and Planning: HIGH MEDIUM LOW ?

Describe how you would arrange a classroom to effectively teach 20 students with various learning styles 

and with one-half of the students coming from impoverished home circumstances.

 5. Values Student Learning: HIGH MEDIUM LOW ?

Question: If most of the students in a class have rural backgrounds with little reason to value making good 

grades because few jobs in the area requite it, how might you enable them to know your highest priority as 

a school professional is to help them be successful academically?

 6. Theory to Practice: HIGH MEDIUM LOW ? 

Question: If you reviewed test scores of students in a class and found they needed extra help in learning 

a particular topic, how would you select/recommend an instructional “best practice” to help them learn 

better (i.e., improve test scores)?
27

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

 7. At-Risk Students: HIGH MEDIUM LOW ?

Question: In small schools, you have the best students and the extremely challenged students in the same 

class. What would be your approach to connecting with the abilities of all the students in a class? 

 8. Approach to Students: HIGH MEDIUM LOW ?

Question: What approach would you recommend to solve a problem where the single parent, working 

mother/guardian of a student in a class asked you for help in improving her child’s performance 

academically and socially?

 9. Thrive in School Culture: HIGH MEDIUM LOW ?

Question: What kind of school culture do you expect to fi nd in a small (or large) rural school? How does 

this culture affect your effectiveness as a school professional? 

10. Success as a Teacher: HIGH MEDIUM LOW ?

Describe a previous teaching or supervisory experience where you were very successful in motivating a 

poor (low-income family) minority student to excel academically. 

11. Student Success: HIGH MEDIUM LOW ?

Question: If a student had a job earning money to support the family (i.e., parents, siblings), how would 

you help the student be successful academically in school? What would you recommend as a reward for 

such a student for doing his/her best? 

12. Thrive in Community Culture: HIGH MEDIUM LOW ?

Question: Are there any particular features about our community or rural area that make

you interested in a position in our school district? How does the school district and area help you 

accomplish both your professional and personal career goals? 

13. Are there any additional comments you would like to make to help me/us consider your qualifi cations 

for the position?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

(Form C, continued)
28

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Rating Summary:

Number of HIGH ratings: __________

Number of MEDIUM ratings: ______

Number of LOW ratings: __________

Interviewer(s) Summary Comments: 

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Interviewer(s) Recommendation (check only one):

 Should not be considered, poor applicant

 Endorse with reservations, inferior applicant

 Should be considered, average applicant 

 Good fi rst impression, strong applicant

 Exceptional potential, outstanding applicant

Name of Interviewer(s) _____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Date of Interview: _____________________________

(Form C, continued)
29

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Purpose, Premise, and Procedures

The purpose of this tool is to provide a basis for school district offi cials to audit 

their policies and procedures as vehicles for improving employee retention. The 

items in the Retention Checklist come from the interviews with teachers, principals, 

superintendents, and other school offi cials involved in the development of this toolkit 

as well as research reviewed on the topic.

This tool is designed based on the assumption that school offi cials periodically review 

their policies and procedures to see what can be done to improve the retention of 

their teachers and other employees. The Personnel Retention Checklist is a tool to aid 

school offi cials with that review.

At least once a year, the superintendent and key staff should individually complete 

the checklist and then meet as a group to discuss their answers. This discussion can be 

used as important input to decisions about how to improve retention in the coming 

school year through improved policies and practice.

 Retention 

Checklist 

Tool
30

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Personnel Retention Checklist

Note: The following is a recommended script or written introduction to the personnel retention checklist.

As you know, we are trying to improve our teacher and other school leader recruitment and retention activities. 

In an effort to move that agenda forward, I would like you to consider the following Retention Checklist. You 

may want to begin by reading over the fi ve sets of questions in this Checklist. The answer column provides a 

place for you to record your response (Satisfactory or Unsatisfactory) and to note any outstanding examples 

that confi rm your response. Bring your responses with you to the next staff meeting so that we can compare 

notes and factor any conclusions that come from our discussion into our planning for next year. Your examples 

may provide us with fodder for improving our recruitment efforts. Thank you.

Satisfactory Unsatisfactory Example

Professionalism and Growth

Do we encourage the 

professional growth 

of our teachers and 

other staff?

Do we encourage 

employees’ use of 

up-to-date researchbased practices?

Do we treat all 

employees as the 

professionals 

they are?

Do we help pay for 

advanced degrees?

Do we have partnerships with nearby 

higher education 

institutions where our 

professional staff can 

get advanced degrees?
31

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Do we provide teacher 

and administrator 

mentors with adequate 

time to support their 

assigned new teachers?

Do our new 

employees express the 

belief that they have 

a bright 

future here?

Are we providing new 

and veteran employees 

adequate incentives to 

stay in the district?

Do we give our employees preference for key 

jobs in the district?

Do we encourage our 

employees to be active 

in the community?

Do we help 

employees fi nd 

satisfactory housing 

in the community?

Site-Based Decision Making

Do we invite and 

encourage our 

employees to work 

on school improvement issues?

Do we emphasize 

how much we value 

collegiality in this 

district when we talk 

with employees?

Satisfactory Unsatisfactory Example
32

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Are we responsive to 

employees’ suggestions 

about improving the 

instructional program?

Do we remind 

ourselves and staff 

that every hire is 

critical and can affect 

our culture positively 

or negatively—

especially in our small, 

rural school district?

Support and Tools for Effective Teaching

Do we maximize 

teaching/learning time?

Do we minimize noninstructional duties like 

bus supervision?

Do we maximize 

planning time? 

Do we offer teacher 

aides or “fl oaters” 

who can help with 

paperwork?

Do we provide special 

support to lateral entry 

personnel?

Effective Communication and Consistent Discipline

Do we explain 

changes in the 

instructional program 

to those affected?

Do we explain decisions 

that cause changes in 

assignments?

Satisfactory Unsatisfactory Example
33

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Do we let employees 

know that 

administration is 

working on communitywide problems such as 

drugs and violence?

Do we monitor the use 

of consistent discipline 

across central offi ce staff 

and across principals?

Offer Students an Education that Meets High Standards

Do we emphasize our 

plans for offering more 

honors and advanced 

placement courses?

Do we emphasize our 

plans for decreasing the 

number of dropouts?

Do we acknowledge 

the need for correcting 

the shortcomings in 

our facilities?

Do we remind 

ourselves that teachers 

and other school 

leaders and board 

members enroll 

their children and 

grandchildren in this 

school district and that 

they want the best for 

those children?

Other Important Factors That Contribute to Retention

◆ Factor one _____________________________________________________________________

◆ Factor two _____________________________________________________________________

Satisfactory Unsatisfactory Example
34

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Notes
35

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Purpose, Premise, and Procedures

The purpose of this tool is to facilitate efforts of school district leadership in collecting 

information from personnel who exit the school district. This information can be used 

to inform decisions regarding recruitment and retention.

This tool is designed based on the assumption that the school district seeks to 

use information from those who exit the school district to improve working 

conditions and inform future recruitment and retention decisions that could 

reduce turnover and increase employee satisfaction. Such information is critical 

as satisfaction, retention, and related productivity have a significant influence on 

overall student success and school performance.

This tool can be used as an interview (phone or face-to-face) or as a 

survey (e-mailed or sent via U.S. Postal Service). You will note that, after 

the interview/survey form, there is a sample cover letter as well as sample 

introductory remarks that could be used at the beginning of an interview 

done via phone.

Observations from school district administrators who have 

reviewed this tool:

Consider offering the exiting professional a choice between versions: “Please fi ll this 

out, or, call me and we’ll do it together.” A deadline might motivate respondents to 

complete the questionnaire. If the respondent has not returned the form (or called) in 

15 days, for example, perhaps a follow-up call might be part of the standard operating 

procedure. Another strategy would be to include the tool on the school website, with 

proper attention to confi dentiality of responses.

The key is to establish a standard operating procedure so that the exit interview 

will not be threatening to recipients.

A fi nal observation: as you might expect, some respondents will be more 

straightforward than others when completing this interview/survey.

Exit 

Interview 

Tool
36

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Exit Interview/Survey

It is our practice to gather information from departing employees. Information you provide will enable 

the school district to better meet the needs of our teachers, other professional staff, students, and our 

community. Please answer each item. Your candid responses are very important to us. We will treat all 

information you provide as strictly confi dential.

1. What grade level(s) did you teach or what position did you hold at the time of leaving our school district? 

________________________________________________________________________________

(Circle all that apply.) Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12 Adult classes

2. How many years did you work in our school district? _________ 

3. At what school did you teach or which position did you hold ? ________________________________

4. How many years did you work at a school? ________ At the district level? _________

5. Why did you leave the district? (Check all that apply.)

 Better salary

 Better benefi ts package

 Better opportunity for professional advancement

 Better parent and community support for student achievement

 Better personal fi t with community’s culture

 Better social and cultural opportunities in the area

 Better housing available in area

 Better job opportunity for spouse 

 Better higher education opportunities for my children

 Better job opportunities for my children

 Pursue advanced education

 More fl exible salary schedule with compensation for performance of extra duties

 Fewer instructional demands (e.g., teaching multiple subjects or grade levels)

 Too great an emphasis on teaching to the text

 More reasonable teacher certifi cation standards
37

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

 More supportive superintendent

 More supportive Board of Education

 Less scrutiny of my job by parents and community members

 Less local politics and bureaucracy infl uencing teacher’s effectiveness

 Dissatisfaction with supervisor

 Dislike or unsuited for assigned duties

 Family/personal reasons

 Health or physical condition

 Career opportunity in private sector

 Lack of personal privacy in a small rural community

 Desire to live in a place more like where I grew up

 Retirement

 Relocation

 Temporary position ended

 Reduction in force due to downsizing/declining student enrollment

 Other (specify): ____________________________________________________

 

6. Please rate your degree of satisfaction with the following characteristics while employed in your last 

position with our school district. For each characteristic, place an “X” in the appropriate column. For any item 

rated “Very Dissatisfi ed,” briefl y explain why in the comments box or in the white space below.

Characteristic 5 

Completely

Satisfi ed

4

Very 

Satisfi ed

3

Fairly

 Well 

Satisfi ed

2

Somewhat

 Satisfi ed

1

Very 

Dissatisfi ed

Comments

1. District-level 

leadership and 

decision making

2. School-level 

administrative 

support
38

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

3. Faculty input to 

decision making

4. Curriculum 

offered to 

students 

5. Quality of 

teaching in 

this school 

6. Quality of 

student 

counseling in 

school(s)

7. Behavior and 

discipline 

of students

8. Teacher 

expectations 

for student 

achievement

9. Parent 

involvement to 

support student 

achievement/

success

10. Community 

involvement to 

support student 

achievement/

success

11. Classroom 

facilities and 

instructional 

support materials

Characteristic 5 

Completely

Satisfi ed

4

Very 

Satisfi ed

3

Fairly

 Well 

Satisfi ed

2

Somewhat

 Satisfi ed

1

Very 

Dissatisfi ed

Comments
39

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

12. Professional 

duties and 

responsibilities 

assigned

13. Extracurricular 

activities beyond 

classroom

14. Salary and 

compensation 

for position

15. Opportunities 

for professional 

development 

(continuing 

education)

16. Workplace 

environment

17. Community as 

place to live

7. What did you like most about the last position you held in our school district?

8. What did you like least about the last position you held in our school district?

Characteristic 5 

Completely

Satisfi ed

4

Very 

Satisfi ed

3

Fairly

 Well 

Satisfi ed

2

Somewhat

 Satisfi ed

1

Very 

Dissatisfi ed

Comments
40

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

9. If the opportunity arises in the future, would you consider employment again in our school district? 

 Yes No

10. Would you recommend our district as a place of employment to a friend? 

 Yes No If no, why not?__________________________________________________________

11. If you have accepted employment elsewhere, please describe briefl y the type of employment and location:

Occupation Position Title Private or Public Sector Job Location (State)

12. If you are going to seek employment in another school district, will you be in the same type of position 

that you held in our school district? Yes No Does not apply.

13. What one thing needs to be improved the most in our school district?

14. What one thing needs to be improved the most in the school where you last taught?

Name: ________________________________________________ Phone:___________________

(Note: Your name is not required, but we would appreciate your name and phone number in case we 

would like to follow up and obtain additional feedback from you.) 

THANK YOU for helping us better understand why teachers might leave our 

school district and, consequently, improve our teacher recruitment and retention efforts!
41

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

 Exit Interview: Sample cover letter for mailed survey

The following is an example of a cover letter to be sent to the exiting professional by the superintendent or 

human resources offi cial. Note the sentence stating that a “stamped, return envelope is provided.”

Enclose the Exit Interview for respondent to fi ll out and return. 

Dear __________________:

We understand that you will soon be leaving employment with our school district. 

While the memories are still fresh in your mind, we would like to collect your 

impression of your time here. It will take only a few minutes to complete the 

enclosed questionnaire. We have enclosed a stamped return envelope.

We will treat your responses as strictly confi dential. Your opinion will help us 

improve our efforts to recruit and retain the best educators for our school district. 

Thank you in advance for your response.

Sincerely,

________________________(school offi cial)
42

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Exit Interview: Sample introductory remarks 

for phone interview

The following is an example of introductory remarks that could be made to begin a phone interview using the 

Exit Interview (preceding). Recommendation: Complete items 1–4 of the Exit Interview before you call so you 

can confi rm that information with the respondent. 

Use the remaining Exit Interview questions as a guide. 

For item 6: “Using a 1–5 scale with 5 being the highest, please rate your degree of satisfaction with the 

characteristics of this school district.”

This is ____________ with the ___________ school district. I 

understand that you are leaving our school district. While the memories 

are still fresh in your mind, we would like to collect your impressions of 

your time here. It will only take a few minutes for me to ask the questions 

and record your responses. We will treat any information you provide as 

strictly confi dential. Is this a good time to talk?

(If not, make an appointment.)

If the party is not willing to talk, check here ____.
43

How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts 

Dr. CHARLES AHEARN is currently the Director of Special Initiatives for SERVE. 

In this position he facilitates the Rural School District Superintendents’ Network 

at SERVE. This is a group of superintendents of small and rural school districts 

in a six-state region including Alabama, Florida, Georgia, Mississippi, North 

Carolina, and South Carolina who were instrumental in identifying the recruitment 

and retention of personnel as their number one need. Ahearn was formerly the 

Director of Publications for SERVE and has held other positions in education 

including senior high school principal and Director of the Center for Advanced 

Interdisciplinary Leadership Development and Renewal in the Florida Department 

of Education. 

Dr. HOBART HARMON is a private consultant operating out of Timberville, 

Virginia. Harmon is currently involved in several evaluation studies sponsored by 

the National Science Foundation. These studies give him a close-up perspective 

of how mathematics and science are being taught in rural schools participating in 

NSF grant programs. As well, Harmon is working on evaluation studies of smaller 

learning communities in rural areas, innovative teacher education programs, 

and performance management systems for education cooperatives. He is also 

involved in the work of the National Rural Education Association and is a frequent 

contributor to the rural education literature. 

Dr. JOHN R. SANDERS has worked extensively with rural schools and districts 

across the country. He began his career as a high school teacher and media 

consultant in Missouri and Wisconsin. Following the completion of his doctorate 

in education at Indiana University, Sanders joined the federally sponsored 

Regional Educational Laboratory Network where much of his work focused on 

implementing and evaluating school improvement strategies in rural schools 

across the country. Sanders recently retired from his Laboratory CEO position at 

the University of North Carolina, Greensboro. However, he maintains an active 

consulting practice and is recognized for his work on behalf of the National 

Rural Education Association.

About the 

Authors
44

About SERVE

The SERVE Center at the University of North Carolina Greensboro, under the leadership of Dr. 

Ludwig David van Broekhuizen, is an education organization with the mission to promote and support the continuous improvement of educational opportunities for all learners in the Southeast. The 

organization’s commitment to continuous improvement is manifest in an applied research-to-practice 

model that drives all of its work. Building on research, professional wisdom, and craft knowledge, 

SERVE staff members develop tools, processes, and interventions designed to assist practitioners and 

policymakers with their work. SERVE’s ultimate goal is to raise the level of student achievement in the 

region. Evaluation of the impact of these activities combined with input from stakeholders expands 

SERVE’s knowledge base and informs future research.

This rigorous and practical approach to research and development is supported by an experienced 

staff strategically located throughout the region. This staff is highly skilled in providing needs assessment services, conducting applied research in schools, and developing processes, products, and 

programs that support educational improvement and increase student achievement. In the last three 

years, in addition to its basic research and development work with over 170 southeastern schools, 

SERVE staff provided technical assistance and training to more than 18,000 teachers and administrators across the region.

The SERVE Center is governed by a board of directors that includes the governors, chief state 

school officers, educators, legislators, and private sector leaders from Alabama, Florida, Georgia, 

Mississippi, North Carolina, and South Carolina.

SERVE’s operational core is the Regional Educational Laboratory. Funded by the U.S. Department of 

Education’s Institute of Education Sciences, the Regional Educational Laboratory for the Southeast is 

one of ten Laboratories providing research-based information and services to all 50 states and territories. These Laboratories form a nationwide education knowledge network, building a bank of information and resources shared and disseminated nationally and regionally to improve student achievement. SERVE’s National Leadership Area, Expanded Learning Opportunities, focuses on improving 

 student outcomes through the use of exemplary pre-K and extended-day programs.

SERVE Main Offi ce

P.O. Box 5367

Greensboro, NC 27435

800-755-3277 Toll-Free

336-315-7400 Direct

336-315-7457 Fax

www.serve.org