Please provide turnover and vacancies data for the Watkins Mill cluster and provide actions MCPS is taking for improving permanent staffing assignments in the cluster.

Question#: 5

ANSWER:

Below is the turnover data for the Watkins Mill Cluster for the last five years by school.

 

Fiscal Year 2014

Fiscal Year 2015

Fiscal Year 2016

Fiscal Year 2017

Fiscal Year 2018

School

No. of Staff

Turn-over #

Turn-over %

No. of Staff

Turn-over #

Turn-over %

No. of Staff

Turn-over #

Turn-over %

No. of Staff

Turn-over #

Turn-over %

No. of Staff

Turn-over #

Turn-over %

Montgomery Village Middle School

55

15

27.2

55

14

25.4

61

17

27.8

63

28

44.4

65

20

30.7

Neelsville Middle School

 68

15

22

73

11

15

72

25

34.7

74

18

24.3

76

14

18.4

South Lake Elementary School

68

10

14.7

71

10

14

73

13

17.8

74

10

13.5

76

13

17.1

Stedwick Elementary School

53

7

13.2

48

3

6.2

50

4

8

52

6

11.5

52

3

5.7

Watkins Mill Elementary School

61

7

11.4

65

10

15.3

66

8

12.1

71

12

16.9

72

13

18

Watkins Mill High School

111

13

11.7

117

19

16.2

114

27

23.6

123

18

14.6

129

15

11.6

Whetstone Elementary School

71

13

18.3

72

5

6.9

72

9

12.5

76

8

10.5

75

11

14.6

We currently have the following vacancies in the Watkins Mill Cluster.

School

Content

FTE

Watkins Mill Elementary School

ESOL

0.60

Academic Intervention

0.10

Montgomery Village Middle School

World Languages - Spanish

0.87

Watkins Mill High School

Teacher, Trades and Industry

0.60

0.40

The teacher staffing team in the Department of Certification and Staffing has been restructured to align with the area assignments within the Office of School Support and Improvement (OSSI).  Each school has one staffer for Montgomery County Education Association positions, and one staffer for the Service Employees International Union Local 500 positions. The Office of Human Resources and Development (OHRD) works collaboratively with the principals and directors of learning, achievement, and administration in OSSI to learn of each school’s focus, staff needs, and the characteristics of employees that are critical to student learning. This model helps to increase OHRD’s knowledge of the human capital needs and instructional focus of the school to make adequate recommendations for employees.

Title I schools, special schools, elementary language immersion schools, and other schools with a high percentage of students receiving free and reduced-price meals are able to interview and hire employees earlier than other schools.