LM April 2024

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Quincy SD #172

IASA Region:

Superintendent:

Two Rivers

Dr. Todd Pettit

Size:

Enrollment:

Adequacy %

preK–12 6,240 76%

Describe the staffing challenges in your district, including issues with vacancies, how many applications you receive for job openings and any other related challenges caused by the teacher shortage? Currently, Quincy Public School District has 18 certified teaching positions unfilled for the 2023–2024 school year. 75% (14/18) of the unfilled positions are considered hard to fill positions. The elementary openings include five general education positions (4th grade, 3rd grade, 5th grade co-teaching, Physical Education, and 5th grade special education co-teaching) and two special education positions. The middle school openings include five general education positions and three special education positions. At the secondary level, we have three general education positions (math, Spanish and history) and one special education position. Over the last five years, the number of unfilled positions from the previous school year has increased, despite increasing recruiting efforts and increasing salaries (including starting salaries). In addition, Quincy Public School District has implemented a stipend for all special education teachers. The stipend is meant to incentivize teachers in special education to stay in special education positions and encourage them to come teach at QPS. Quincy Public School District has combined classes, utilized long-term substitutes, repurposed staff, and bought planning periods to cover unfilled positions, all while staying compliant with licensures and certifications. The unfilled positions are contributing to the number of resignations we see each year. Teachers are feeling overwhelmed, overworked and spread thin because of the extra work being added to their daily workload. A 2022–2023 survey given to teachers who have resigned from Quincy Public School District (and willing to complete the survey) shows 62% of the teachers who resigned from QPS this year (2022–2023) were in their 1st, 2nd, 3rd or 4th year in education, 29% were in years 5–10 and 10% were in years 11–20. This data tells us our focus should be on the retention of our non-tenured teachers serving in teaching roles in their 1st through 4th years. continued...

tricts in Illinois he gaps with cancy Grants

continue to try to support our staff by continuing with tuition reimbursement at a lesser amount and potentially funding our support staff as they student teach with us. We are trying to grow our own teachers by starting them in the pathway, as well as growing our staff by supporting our staff who are in support positions. Sustaining the programming really depends on the financial state of the district and the funds that are available by grants such as these. Even if we do not receive the grant funds, we will have developed a robust education pathway, and we hope that those students will choose us when it comes time to student teach and then gain full time employment.

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LM April 2024