1. Oakland Unified School District Classroom Teacher Employment Report The Oakland Unified School District continued to strive for excellence in its 2006-2007 recruitment efforts. The District Human Resources Services & Support and its partners are dedicated to the vision of selecting qualified teachers who will connect each child to a successful future, everywhere and every day. New Classroom Teachers: Gender 15 40 65 100 66% 34% MaleFemale Percentage 15 40 65 100 64% 36% BilingualNon-Bilingual Percentage New Classroom Teachers: Bilingual Classroom Assignment This report provides an overview of the classroom teachers employed for the 2006-2007 academic year. These are highlights of demographics, source, education level and assignment of the newly-hired teachers. As a school district, we employed approximately three hundred teachers. As a result, 99% of our classrooms were staffed for the first day of school. This years recruiting season proved that the District remains an attractive school district for new teachers. Diversity is essential to our students and community. This recruitment season brought teachers from across the country. New teachers have relocated from such states as New York, Ohio, Michigan, Colorado and Texas. Recruitment efforts also included Spain. The District recruited seventeen credentialed teachers from Spain. Of our newly-hired teachers, thirty-six percent are bilingual. Eighty-two percent of our bilingual teachers are Spanish bilingual. Classroom Teacher Education Levels Doctorate 1% Juris Doctorate.08% Masters 32% Bachelors 66% 56% of new classroom teachers are graduates of a California college or university Our recruitment cohorts helped to make a significant impact in our hard-to-fill teaching assignments. The New Teacher Project brought forty percent of our new teachers, of which the majority were math, science and special education teachers. Teach For America candidates constituted ten percent of our new teachers who teach primarily math and science. 45% of new teachers applied through Edjoin, the Districts online applicant tracking system. New Teacher Project Teach for America Edjoin Spain Edjoin New Teacher Project Teach For America Spain Total 134 120 30 17 301 45% 10% 40% 6% 44% 35% 21% 10 30 60 Percentage Elementary School Middle School High School Recruitment Source Recruitment# Teachers

2. Classroom Teacher Assignments by Subject Matter Human Resources Services and Support manage both the transition of current classroom teachers from traditional to new small schools, as well as replacing the teachers who leave the District. The District lost a total of 193 teachers from June 14, 2006 to August 22, 2006. The recruitment strategy was focused on both hard-to-fill subject areas and multiple subject positions. Close to 50% of the classroom teaching positions were in subject areas such as, math, science, Spanish and special education. The development and opening of our new small schools created 173 classroom teaching positions. 94 of these positions were staffed with existing District teachers. 79 were staffed with newly-hired teachers. Multiple Subject33% Spanish Bilingual K-58% Special Education12% Math10% English13% Science8% Social Science6% Physical Education4% Spanish3% Music.05% Art.07% Other (Technology, Mandarin, Humanities & Reading)3% Deceased1 Job Dissatisfaction10 Other Job (Private Industry)2 Other Job ( Public Education) 36 Personal119 Retirements25 Temp Releases & Probationary Non-re-elects55 Total:248 Classroom Teacher Turnover (June 14 – August 22, 2006) Job Dissatisfaction5 Other Job ( Public Education) 3 Personal13 Retirements2 Temp Release2 Total:25 Classroom Teacher Turnover (August 23 – September 29) At the close of the 2005- 2006 academic year the District had over 1,800 classroom teachers. The turnover rate over the summer was 13.4%. The majority of classroom teachers resigning from June 14, 2006 to August 22, 2006 was due to personal reasons, which include health and continuing education. A small percentage,.05%, of classroom teachers indicated job dissatisfaction. the demands of recruiting classroom teachers to teach in our hard-to-fill subject areas. ___ ___ ___ Due to great strides in our recruitment efforts, including strong relationships with our cohorts, the District can continue to meet