Download - The USHCA Academy
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The USHCA Academy March 31 – April 3, 2014The Woodlands Houston, Texas
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+Welcome to the Academy!Power Metrics are here! Expand the Pool; Keep them Warm; and Select the Best! Sustainability will keep the work moving forward!
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Urban Schools Human Capital Academy April 2014
A Welcome from Betsy
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Urban Schools Human Capital Academy April 2014
“Sell” Your District --
Do quick introductions at your table.
Imagine that the people at your table are future teachers in your school district. In Groups of 3, each of you takes 1 minute to “sell” your district to the 2 other people in your group.
Now, provide feedback to your partners one at a time. What “sold” you?
Select one person who will do the “sell” job to the whole group. We will select a few!
“I can “sell” my district in one minute!
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Urban Schools Human Capital Academy April 2014
The Itinerary Welcome! Introduction to the Power Metrics Introduction to: “Expanding the Pool,” Keeping them
Warm,” and “Selecting the Best” What are the perplexing questions? What are promising practices? How do you move forward on this work?
Understanding Sustainability (and back to the Power Metrics) The Problem of Practice – Cohort 1 Differentiated Session – Cohort 2
Power Sessions
6+Three Year Goals
Year 1 is really about knowing what the “right” HR work is and a process to Stop/Jettison, Start, and Continue (Quick Hits) for teachers based on metrics
Year 2 gets into a fuller plan with a deeper understanding of the work and necessary connections for both the work around teachers and principals tied to metrics
Year 3 aligns the work with deep integration and refined metrics with a strong feedback system
Urban Schools Human Capital Academy April 2014
7+Three Year Chunking
Urban Schools Human Capital Academy April 2014
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Urban Schools Human Capital Academy April 2014
The Big Questions for the Week
1. ASSESSMENT OF THE ABC TOOLS: What are the most important metrics from the ABC Tools and where are we still not green in these Power Metrics?
2. ACTIONS TOWARDS RESULTS BASED ON OUR DATA: What are our data points in these Power Metric areas and what are the most important ACTIONS that we must and should put in place ASAP for movement to occur?
3. SUSTAINABILITY: What are the most important systems that have to be put in place to support sustainability?
9+Considerations and Implicationsfor our Planning
CONSIDERATIONS IMPLICATIONS“Flip the classroom” SO This changes the learning culture
Use technology SO We will have computers or tablets open
Share many district promising practices
SO We need to keep time
Mix outside and inside expertise SO Use each other and outside sources
Do the actual work SO Do both “Monday Morning” and long-term planning
Differentiate the work SO Figure out how each of us supports the work in our own way
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+Team Agreements
Put students first as we think about the work
Be fully present throughout the week (will be different with the technology)
Tell your truth
Leave your title at the door and think enterprise-wide
Help us to figure out how to solve -- and not just identify -- the problems that we face (addressing and influencing)
Keep the conversation confidential
Use the “Red Flag” rule if you need to
Give yourself the freedom to relax and be a learner
11+Guided Discussion Plan
The Guided Discussion Plan will help you…
Capture your reflections and notes across session
Reflect on key questions for particular sessions
Summarize key next steps to assist you in identifying “Monday Morning” actions and plans for longer-term change
Look for this graphic to direct youto your Guided Discussion Plan
Technology will help you…
Urban Schools Human Capital Academy April 2014
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+Power MetricsHow will this define our week at the Academy?
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Urban Schools Human Capital Academy April 2014
Power Metrics – Why are They Important?
Why did we create them?
What are they?
How would you use them?
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Power Metrics: Structure
Top teacher and principal quality indicators in 4 areas
Get the Best
Consistently
Deploy Them
Deliberately
Retain Them
Strategically
Deliver HR Services
Effectively
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Power Metrics: Foundations
Who are your effective teachers and principals?
Which are your highest-needs schools?
How satisfied are your key customers?
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Guiding Force for this Academy
Today Assessment Part I on availability and use of Power Metrics Deep dive into Get the Best, with a focus on teachers
Tomorrow More about Power Metrics Assessment Part II Sustaining your work with Power Metrics
Thursday Power Sessions to help us focus our work
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Assessing Power Metrics – Part I Do we have this data?
Do we use this data?
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+Recruitment & SelectionCreating Systems to Get the Best New Teachers
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The “Voices” of the Principal and HR
What happens when they don’t agree?
Do you remember our HR Partner Case Study?
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New Teacher Landscape
Evidence that academic quality of new teacher candidates is improving, based on SAT scores.*
STEM remains the most critical shortage area for new teachers, despite more pay incentives. *
Oversupply of elementary teachers – excess ranges from 106% (Col.) to 930% (Ill.), although reports of drop in enrollment of elementary educators.**
Diversity – Minority teachers represent just 14.6 % of teaching force. There has been significant growth in recent years, but turnover rates are high.***
USDOE projects 28% increase in new teachers hired between 2010 and 2021 (~384,000)
Common Core driving changes for teachers
However, blended learning and other tech progress may reduce the number of educators needed, particularly in shortage areas.
Landscape Today Expected Landscape
*Goldhaber and Walch, Academic Capabilities of U.S. Teaching Force on the Rise, Education Next, 2014.** Sawchuk, Education Week, January 2013.*** Center for American Progress, Increasing Teacher Diversity, November 2011.
21+Connection to Teacher ABC Tool
22+Organizing Principles
Principle1. Principal is THE hiring manager and the key customer
2. Value the candidate’s interaction with HR and principals
3. Develop clear value proposition for teaching in your district
4. Timing is key driver of success
5. Align supports for getting great people & leverage data for improvement
6. Differentiated support to high-need schools is critical
23+Recruitment & Selection Lifecycle: 3 Key Phases
Selecting the Best
Keeping Them
Warm
Building & Expanding the
Pool
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+Back to the Power Metrics
Get the BestConsistently
Deploy Them Deliberately
Retain Them Strategically
Deliver HR ServicesEffectively
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+Get the Best Consistently: “Secret Sauce”
Selecting the Best
Keeping Them Warm
Building & Expanding the
Pool
• Enough applicants? • “Right” applicants?
• Top choice?
• Early selections?• Effective teachers?
GET
THE
BEST
: Tea
cher
s
POWER METRICS
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+Get the Best: How are You Doing Quick Assessment
Strengths? Opportunities for improvement?
GET
THE
BEST
: Tea
cher
s
POWER METRICS
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Recruitment & Selection Tool
Top Strategies for Recruitment and Selection
Building & Expanding the Pool
Keeping Them Warm
Selecting the Best
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Break
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+Expanding the PoolWhy is this critical?
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“Expanding the Pool” – the Perplexing Questions
Who is the candidate that WE are trying to attract?
What is the value proposition for attracting THIS candidate to our district?
How do you work to expand THIS pool?
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The Best-fit TeacherWho is the candidate WE are trying to attract?
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Our District’s Value PropositionWhat is the value proposition for attracting this candidate to our district?
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Activity: Your District’s Value Proposition
STEP 1: Using the outline of the “ideal teacher,” describe the characteristics that you are looking for in teachers that would be a strong fit in your district.
STEP 2: Using the outline of your district, describe what your district’s value proposition is for attracting this ideal candidate. What makes your district a compelling place to teach for THIS candidate? What makes our district special and unique for potential
teachers? What makes our city an exciting place to live and work?
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+Gallery Walk
“How do other districts describe their IDEAL candidates?” “How do value propositions differ across districts? What are the similarities?
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Urban Schools Human Capital Academy April 2014
Phase 1: Building & Expanding the Pool
What is HR’s role? Create a wide pool Screen IN Pursue candidates who are most likely to be successful
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Phase 1: Building & Expanding the Pool (cont.)
How do you measure success? Number of applicants to vacancies (PM) Principal satisfaction with quality of applicant pool (PM) Diversity in applicant pool Conversion rates
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Urban Schools Human Capital Academy April 2014
Phase 1: Building & Expanding the Pool (cont.)
What are the key actions? Early projections of vacancies Create clear value proposition Leverage multiple pathways High-quality website and strong internet recruitment
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Perspectives from the Field
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+District Planning Time
Directions: After learning about building and expanding the pool of candidates you want to fill your teacher vacancies, what are the top 3-5 ACTIONS you will take immediately to move forward?
Action Person Responsible Due Date
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Lunch
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+Keeping Them WarmWhy is this critical?
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Keeping Them Warm: Perplexing Questions
How do we make sure that WE are the district these “right” candidates end up coming to?
What are the intentional strategies to make sure we woo them, keep them on the line (if we hire early we keep them coming and if we hire later we keep them wanting us) and then win them in the end?
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Warm-Up
For the job you have right now, what kept you “warm” and convinced you to take the role?
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What is HR’s role? Cultivate top candidates
Early contracts
What is the principal’s role? Unexpected vacancies Candidates they have made offers to
Urban Schools Human Capital Academy April 2014
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Urban Schools Human Capital Academy April 2014
Phase 2: Keeping Them Warm
How do you measure success? % of acceptance and declination rates of candidate
offers % of early contracts who accepted the contract and
came to the district
What are the key actions? Regular communication Dedicated HR resource(s)
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Urban Schools Human Capital Academy April 2014
Perspectives from the Field
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Urban Schools Human Capital Academy April 2014
+Activity: What does HR Need to do to Keep Candidates “Warm ?”
Step 1: Brainstorm list of actions HR can take to keep candidates warm; consider how this aligns with principal actions as well
Step 2: Chart 5-7 top actions HR needs to take to keep candidates warm
48+Gallery Walk
“What cultivation ideas might HR try in our district?”“How do we as principal supervisors get principals
to understand their role?”Urban Schools Human Capital Academy April 2014
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Urban Schools Human Capital Academy April 2014
+District Planning Time
Directions: After learning about “keeping them warm,” what are the top 3 ACTIONS/STRATEGIES you want HR to do?
Actions/Strategies Person Responsible Due Date
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Urban Schools Human Capital Academy April 2014
Break
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+Selecting the BestWhy is this critical?
52+Selecting the Best: Perplexing Questions
How do you create a selection system that helps you get the best new teacher for every school?
What are the roles of HR and principals in the selection system, including with early hires?
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Urban Schools Human Capital Academy April 2014
+Warm-Up: Selection Research Quiz
Candidates who have gone through a formal teacher training/ certification program are more effective teachers.
Perseverance and passion for long-term goals are associated with higher rates of new teacher retention but not higher rates of effectiveness.
Masters and PhD degrees correlate to improved student achievement results.
A teacher’s initial performance in his/her first year is a strong predictor of future performance.
Screening applicants on residency within a school district’s borders results in lower student achievement.
STATEMENT TRUE or FALSE
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Phase 3: Selecting the Best
What is HR’s role? Offer early contracts in critical shortage areas Facilitate early principal hiring through HR policies Provide principals with short-list of “best-fit” candidates Provide principals access to ALL candidates Analyze data to evaluate effectiveness of pathways Do not screen out on criteria that has not been shown
to be correlated with student achievement (e.g. certification)
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What is the principal’s role? Make ultimate hiring decisions Implement best practices in site based selection
How do you measure success? % of vacancies filled by month (PM) Effectiveness ratings of 1st, 2nd and 3rd year teachers
hired (PM)
Phase 3: Selecting the Best
Urban Schools Human Capital Academy April 2014
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Urban Schools Human Capital Academy April 2014
Phase 3: Selecting the Best
What are the key actions? Push up hiring timelines Align HR policies with goals of early hiring Provide dedicated resources to principals (HR Partners) Provide available data on teacher candidates Support principals in building school-based selection
processes Share data regularly with principals and principal
supervisors
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Principle
Principal is THE hiring manager and the key customer
Timing is key driver of success
Differentiated support to high-need schools is critical
Selecting the Best: Organizing Principles
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Urban Schools Human Capital Academy April 2014
Selecting the Best
HR creates wide pool
Principals have autonomy
Principals regularly ask for feedback on selection & quality of applicant pool
Selection system assesses for key teacher competencies and skills
Support to principals to develop tailored selection tools for school
Work samples are key component of selection system
Traditional Practice Best Practice
Note: Best Practice based upon perspectives of ghSMART and Hire Better Teachers Now: Using the Science of Selection to Find the Best Teachers for Your School.
HR screens candidates “out of pool”
Selection system not mapped to key competencies/skills for teachers
There is a one-size fits all approach to supporting principals
Candidates do not provide work samples that demonstrate competencies/skills
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+What We Know Must have a shared definition of an effective teacher
Sample Teacher Scorecard Template (ghSMART)
Outcomes Rating1. Produces at least a year's worth of academic growth
for a school-year's period of time for each student
2. Earn effective or highly effective ratings on classroom observations and annual performance evaluation
3. Earn student satisfaction rate of at least 90% on student and/or parent surveys
4. Contributes positively to the overall school environment
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Selecting the Best Tools
Sample Early Contract Letter
USHCA Teacher Scorecard
ghSMART sample scorecards and interview tools
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Research Quiz: Answers
Candidates who have gone through a formal teacher training/ certification program are more effective teachers.
Perseverance and passion for long-term goals are associated with higher rates of new teacher retention but not higher rates of effectiveness.
Masters and PhD degrees correlate to improved student achievement results.
A teacher’s initial performance in his/her first year is a strong predictor of future performance.
Screening applicants on residency within a school district’s borders results in lower student achievement.
STATEMENT TRUE or FALSE
FALSE
FALSE
FALSE
TRUE
TRUE
62+Research Perspectives on Selection
1. READ: Selection Perspectives Can you predict who will be an effective teacher? What is the role of the principal and HR in selection? How do you create a system to yield the teachers you need?
2. DISCUSS: What ideas do you find most interesting? What does this prompt you to (re)consider in your current
practices?
Urban Schools Human Capital Academy April 2014
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Urban Schools Human Capital Academy April 2014
Perspectives from the Field
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+District Team Time
Based on everything you have heard about selection, what are the major ACTIONS you want to implement?
Think about what you might want to start doing AND what you might want to stop doing.
Action Person Responsible Due Date
65+Gallery Walk
“I want to learn more, contact me @ _______”
“I can help with this, contact me @ _______”Urban Schools Human Capital Academy April 2014
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Urban Schools Human Capital Academy April 2014
Summary/Next Steps
What are our pluses and deltas?
What questions do you still have?
What is the plan for dinner?
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What are We All About?