(Editor’s note: The following interview with staffing consultant Richard Lane reflects on his experience with school staffing for more than 20 years and insights gleaned from conducting over 230 staffing reviews for Texas school districts. Lane, principal of RWL Consulting, has provided staffing review services for TASB HR Services since 2003.)
TASB: What are most clients looking for from an independent staffing review?
Lane: Budget deficits have required reductions in staffing and most districts are looking for guidance or corroboration on the best ways to do that. Superintendents and school boards want to know the full range of their financial options and the impacts that will be felt before they have to make those decisions. They typically know where the general surpluses are to begin with but may not know all of the options available and the potential cost savings associated. Often, a benchmarking analysis of staffing will tell a district where not to cut staff, and that can be just as important.
TASB: How did you develop your own expertise in district staffing?
Lane: I learned the impact that secondary master schedules have on staffing as a high school principal for a total of 12 years in Cedar Hill ISD and Galveston ISD. The design of the master schedule drives how many teaching units you need. Later, as assistant superintendent of human resources in Clear Creek ISD, I was the person responsible for developing the entire district staffing budget.
TASB: Do you see common trends in how districts are cutting staff?
Lane: Yes. Most districts begin with what they believe will be the least painful cuts, which is anything outside the classroom. That means that administrators and professional support are typically cut first, then classroom aides and auxiliary positions. They tend to stay away from cutting teachers. That’s the last resort.
TASB: Do you think that is the best approach to reduce staffing?
Lane: Not necessarily. I think the best approach is to balance the cuts and not devastate one category. Decisions should be based on the needs of students. It may be better for students in a high-needs district to keep a counselor for example, than to deal with a small increase in class size. Some districts can afford to make small adjustments in class size without harm to teachers or students. Protecting class size in core subjects is more important than the overall average class size.
TASB: What types of changes do you see happening in secondary schools?
Lane: Secondary schools are probably where the most change is occurring. The use of block scheduling in secondary schools has dropped from about 75 percent a decade ago to probably no more than 15 percent of schools today. Extra conference periods for teachers are being eliminated, most often at the high school level but also at middle schools. Athletic coaches are being required to teach more academic classes.
TASB: How can secondary principals improve their skills with master schedules?
Lane: Practice, practice, and more practice. Focus on the needs of the kids and not the staff. Don’t delegate the task of developing the master schedule to someone else. The two most important things that principals should attend to personally are developing the master schedule and hiring the best available staff members.
TASB: What do you foresee for school staffing during the next four to five years?
Lane: That depends on what happens next to school funding. If the funding problem does not get fixed and target revenue goes away, we will probably see another round of staffing cuts. I expect to see substantial increases in class size across the state during the next two years. We are likely to see more canned curriculum because districts cannot afford to invest in enough professional development. I hope we have seen the worst of state funding cuts to schools but the future looks very tenuous right now.
TASB: What advice would you give to district leaders who still have to make staffing reductions?
Lane: Use data to drive those decisions. Get all the data you can first and then decide. Cross check to be sure you have accurate information on your own staffing to start with. Talk to your principals to understand their students’ needs and how they modify instruction to meet those needs. The decision makers I have seen really care about what happens to kids and try to do the right thing for them. With good data and a balanced approach that is focused on the needs of students, they will make the best possible decisions.
