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A message from Deputy Superintendent Dr. Yvonne Curtis on 2018-19 staffing levels
4/17/2018Portland Public Schools is in the process of allocating teaching staff at schools throughout the district. As has been true for many years, we are working within a budget that has been chronically underfunded by the state, and we are doing our utmost to make the most of the resources we have. Understandably, parents, students and PPS staff want to know what will happen at their specific schools. While precise allocations won’t be known until enrollment figures become clear in the fall, we can share what we know at this point, and answer many of the questions we have heard to date.
Under the leadership of Superintendent Guadalupe Guerrero and myself, the district has established a new method for determining how schools are staffed by teachers. We believe change is needed for a number of reasons, including inconsistent course offerings in middle grades and high schools; inconsistent rationale for how teachers are allocated among schools and a lack of clarity on the use of racial equity funding -- money set aside to improve outcomes for historically underserved students. This new staffing model addresses those concerns and is based on a set of goals:
- Ensure schools have adequate staffing to maintain reasonable class sizes.
- Support the district’s equity goals.
- Provide baseline academic program offerings at every school.
- Provide greater stability over time.
Using these goals as guideposts, the district is making a considerable investment in adding teaching staff and allocating full time equivalent positions (FTE) in a way that will have a positive impact during the next school year, particularly in schools that have been historically under-enrolled.
As is the case each year, some schools will see a drop in teaching staff, while others will see an increase. These changes are due to a variety of factors, including projected enrollment, refocused use of equity funding and changes in course programming. This year, as PPS opens two new middle schools, converts eight K-8 schools to K-5 elementary schools, and converts a K-5 elementary school to a full Spanish immersion school, the changes are more pronounced.
To help better understand changes in staffing, here are some commonly asked questions and answers.
Q: What is the new staffing model intended to do?
A: Ensure each school – especially small schools – has an adequate number of teachers; ensure instruction for core programming and state PE and Health requirements; ensure equity funds are put to best and highest use.
Q: How will the new staffing model improve student outcomes?
A: By keeping class sizes reasonable, providing a baseline of academic programing K-12, and ensuring that equity allocations are targeted appropriately, the district will offer students a more consistent educational experience across schools and improve the academic experience of historically underserved students.
Q: How is equity funding being allocated in 2018-19?
A: To receive equity funding, principals need to justify through a data-driven process that the funding will benefit historically underserved or marginalized students. It will be targeted at schools with 15 percent or more economically disadvantaged students, or 40 percent or more historically underserved. Previously, equity funding use has been inconsistent in how it was targeted to support underserved students.
Q: What are some specific changes to the way FTEs are allocated?
A: In elementary, middle and K-8 schools, staff will be allocated based on the number of classes required by grade level or subject based on the projected enrollment in those grade levels. Previously, the FTE allocation was allocated on a ratio of projected enrollment for the entire school. This change will ensure that each grade level has the necessary number of teachers. High school FTE allocation will continue to be based on a ratio, but all high schools will start with a minimum base number of FTE, to ensure adequate staffing at under-enrolled and small schools and ensure students receive instruction in core academic and state-mandated courses.
Q: Is the district adding or cutting teachers?
A: The district has added 22 classroom teachers (FTE) compared with the current year. The district has budgeted for additional staffing, which would be allocated as needed in the fall once final enrollments are known at each school. In addition, school communities are also investing allocated Equity Funds, Foundation funds, and other sources of revenue to support identified priorities, including additional staffing. These supplemental funds are resulting in dozens more staff positions at particular schools.
Q: How will those additional allocations be decided?
A: The district will apply a two-part test. The teachers will go to schools that need the most significant help in keeping classes at a reasonable size AND to schools that have most pressing equity needs. The district has also prioritized the allocation of additional full-time classroom teachers to better ensure equitable programming in underenrolled neighborhood strands.
Q: If the district is adding FTE, why are some teachers being unassigned?
A: Each year, a small percentage of teachers are unassigned from their current position. This is based primarily on seniority and the individual teacher’s endorsement. Unassigned teachers have the opportunity to apply for other jobs within the district and most are re-assigned. In preparation for the 2018-19 school year, about 150 teachers have been unassigned – about average for the district. However, the district is posting 300 open positions, which unassigned teachers may apply for.
Q: If the district is adding teachers, why are almost half our schools reporting they will lose FTE?
A: Each year, some schools see a drop in FTE while others may see a gain. Factors include enrollment shifts, academic programming changes and equity fund allocation, among others. This year, seven K-8 schools are being converted to K-5s, which mean they will lose significant numbers of staff, who will shift to the new middle schools. Additionally, some resources are being shifted from larger schools to ensure adequate staffing at smaller schools.
For a school by school breakdown of staffing levels, see the attached chart:
-Dr. Yvonne Curtis, Deputy Superintendent
By Month
- March 2024
- February 2024
- January 2024
- December 2023
- November 2023
- October 2023
- September 2023
- August 2023
- June 2023
- May 2023
- January 2023
- December 2022
- November 2022
- October 2022
- September 2022
- August 2022
- July 2022
- June 2022
- May 2022
- April 2022
- March 2022
- February 2022
- January 2022
- December 2021
- November 2021
- October 2021
- September 2021
- August 2021
- July 2021
- June 2021
- May 2021
- April 2021
- March 2021
- February 2021
- January 2021
- December 2020
- October 2020
- September 2020
- August 2020
- July 2020
- June 2020
- May 2020
- April 2020
- March 2020
- February 2020
- January 2020
- December 2019
- November 2019
- October 2019
- September 2019
- August 2019
- June 2019
- May 2019
- April 2019
- March 2019
- February 2019
- January 2019
- December 2018
- November 2018
- October 2018
- September 2018
- August 2018
- July 2018
- June 2018
- May 2018
- April 2018
- March 2018
- February 2018
- January 2018
- December 2017
- November 2017
- October 2017
- September 2017
- August 2017
- July 2017
- June 2017
- May 2017
- April 2017
- March 2017
- February 2017
- January 2017
- December 2016
- November 2016
- October 2016
- September 2016
- August 2016
- July 2016
- June 2016
- May 2016
- April 2016
- March 2016
- February 2016
- January 2016
- December 2015
- June 2015