High Performing Workforce · 2019-07-19 · HIGH PERFORMING WORKFORCE STRATEGY MAP MO-7 and MO-8: Improved recruitment, retention and job satisfaction due, in part, to the establishment

High Performing WorkforceDivision of Human Resources Board Work Session

October 8, 2015

Segun C. Eubanks, Ed.D., BOE Chair

Carolyn M. Boston, BOE Vice-Chair, District 6

Zabrina Epps, M.P.M., District 1

Lupi Quinteros-Grady, District 2

Dinora A. Hernandez, Esq., District 3

Patricia Eubanks, District 4

Verjeana M. Jacobs, Esq., District 5

Vacant, District 7

Edward Burroughs III, District 8

Sonya Williams, District 9

Curtis Valentine, M.P.P., Board Member

Beverly Anderson, Ph.D., Board Member

Vacant, Board Member

Ava Perry, Student Board Member

Kevin M. Maxwell, Ph.D., Secretary-Treasurer and Chief Executive Officer

PRINCE GEORGE’S COUNTY BOARD OF EDUCATION

● Association of Classified Employees, American Federation of State, County and

Municipal Employees, AFL-CIO, Local 2250, Inc. (ACE/AFSCME Local 2250)

● Association of Supervisory and Administrative School Personnel (ASASP)

Units II and III

● Child Protective Services (CPS)

● Colleges and Universities

● Department of Labor, Licensing and Regulation (DLLR) - Unemployment

Insurance

● Equal Employment Opportunity Commission (EEOC)

● Gallup - PrincipalInsight and TeacherInsight

● Prince George’s County Educators’ Association (PGCEA)

● Service Employees International Union (SEIU) Local 400

● Teacher-Teacher.com

● Urban Schools Human Capital Academy (USHCA)

EXTERNAL PARTNERSHIPS

CHECK IN

I used to think, but now I think...

By the end of this meeting, we will:

❖ Review the current initiatives and collaborations in the

Division of Human Resources

❖ Gain a deeper understanding of the life cycle of a PGCPS employee,

specifically:

➢ Recruitment

➢ Hiring/Placement

➢ Retention

➢ Separations

❖ Enhance collaboration between the Division of Human Resources and the

Board of Education

OUTCOMES

How can the Division of Human

Resources build collaboration with the

Board of Education to support our

common goal of sustaining a high-

performing workforce in

Prince George’s County Public Schools?

ESSENTIAL QUESTION

HUMAN RESOURCES JOURNEY

If we focus on culture, data, and performance – with a lens on literacy, then we will have outstanding academic achievement for all students.

THEORY OF CHANGE

O N E T E A M – O N E G O A L

OUTSTANDING ACADEMIC ACHIEVEMENT FOR ALL STUDENTS

Optimize

Recruitment,

Retention, Hiring

and Succession

Planning

Align Staff

Development to

System Goals

Promote Health &

Wellness

Ensure Safe

Environments

Improve Discipline

Management

Modernize Facilities

& Technology

Develop and Improve

Policies and

Procedures

Increase Family

Engagement

Strengthen Business

Partnerships

ACADEMIC

EXCELLENCE

HIGH-

PERFORMANCE

WORKFORCE

SAFE AND

SUPPORTIVE

ENVIRONMENTS

FAMILY AND

COMMUNITY

ENGAGEMENT

ORGANIZATIONAL

EFFECTIVENESS

EMPHASIS ON LITERACY

PERFORMANCE MANAGEMENT SYSTEM OF ACCOUNTABILITY

GO

AL

FO

CU

S A

RE

AS

AN

D S

TR

AT

EG

IES

Extend Specialty

Programs

Support Early

Learning Readiness

Embrace Data

Wise as a

Continuous

Systemic

Improvement

Approach

Establish

College/Career

Readiness

Benchmarks

Emphasize

Rigorous Literacy

Instruction

Improve

Communication,

Customer Service,

and Culture in

Schools and

Offices

Strengthen

Strategic Focus

Improve Program

Prioritization and

Accountability

Adopt a

Performance/Proce

ss Excellence

Discipline

2016 - 2020 PGCPS STRATEGY MAP

ONE TEAM – ONE GOAL

OBJECTIVES:

1. Attract, develop, and retain high-performing employees who:

a. represent the cultural diversity of our student population,

b. are committed to growth with PGCPS, and

c. support the needs of all schools.

2. Optimize employee performance to support continuous learning and

improvement of practice through:

a. effective coaching,

b. evaluation, and

c. professional development.

HIGH PERFORMING WORKFORCE STRATEGY

HIGH PERFORMING WORKFORCE STRATEGY MAP

MO-7 and MO-8:Improved recruitment, retention and job satisfaction due, in part, to the establishment of an articulated pathway to leadership and a succession plan

MO-3:Effective recruitment and hiring of high-performing employees

MO-4:A workforce that reflects the cultural diversity of county residents and the student population

MO-5:Improved/recognized performance

MO-6:Improve customer service to internal and external stakeholders

MO-2:PGCPS is viewed as an employer of choice

MO-1:Increase retention of high-performing employees

HIRING & PLACEMENT: LEADING WITH DATA

HIRING & PLACEMENT: FRAMING THE DATA

Get the

Best

Talent

Deploy

Them

Develop

and Retain

Them

Deliver

Effective

HR Services

Know The

Right Data Where is our priority?

What results do we want to see?

How can we better lead with data?

What are 1-2 actions we can take?

Engage

Stakeholders

with Data

Build a Data-

Driven

Culture

14Get the Best TalentConsistently

Deploy ThemDeliberately

Retain & Develop Strategically

Deliver HR ServicesEffectively

• New teacher performance by pathway (years 1-3)

• Applicant-to-vacancy ratio• % vacancies filled by month• % principals satisfied with pool

• Distribution of effectiveness in high- and low-need schools

• % effective teacher transfers to high-need schools

• % involuntary transfers placed in high-need schools

• % of new teachers in high-need schools vs. district average

• New principal performance by pathway (years 1-3)

• Applicant-to-vacancy ratio• % vacancies filled by April 1• % principal managers satisfied

with applicant pool

• Distribution of principal effectiveness across high- and low-need schools

• Retention of highly effective teachers, by high- and low-need schools

• % high performers promotedand/or retained

• % low performers exited

• Retention of highly effective principals, by high- and low-need schools

• % high performers promoted and/or retained

• % low performers exited

• Principal’s satisfaction with data and support provided for HC management

• Principal’s manager’s satisfaction with data and support provided for HC management

Teacher Quality

Principal Quality

Teacher Quality Principal Quality

USHCA POWER METRICS

EMPLOYEE LIFE CYCLE

Ms. Debra Rodeffer-TheisenLibrary Media Specialist

Allenwood ESSigned at the University of Virginia

Teacher Recruitment Fair 2015

EMPLOYEE LIFE CYCLE: RECRUITMENT

MO-3: Effective recruitment and hiring of high-performing employees.

MO-4: A workforce that reflects the cultural diversity of county residents and the student population.

❖ College and University Education

Fairs

❖ PGCPS Job Fairs

❖ Sourcing

❖ Alternative Certification Programs

❖ IRC Job Postings

❖ PGCPS Placement Events

❖ Title I Placement Events

❖ Principal Resume Portal

❖ Local College/University Classroom

Visits

❖ All of the traditional recruitment

strategies, plus...

❖ Invitation Only PGCPS Placement

Events

❖ PGCPS School Tours Program

❖ Virtual Job Fairs

❖ Candidate Weekly Webinars

❖ Content Supervisor Collaboration

❖ Teacher Ambassador Program

❖ Principal Recruitment Training

❖ PGCPS Candidate E-mails

❖ Social Media

Traditional Recruitment vs. Non-Traditional Recruitment

❖ Note: Items in BLUE represent recent improvements in PGCPS Human Resources recruitment.

RECRUITMENT: OUR PROCESS

❖ "Our research shows that schools have a three in four chance of replacing a low performing teacher with a new hire who will be more effective right away—and who is likely to improve over time, benefiting hundreds or even thousands of students over the course of his or her career." Irreplaceables (p.8, 2012)

❖ Over 40 percent of new teachers leave the profession within the first five years.~ Washington Post, 2015

❖ Nationally, schools lose between $1 billion and $2.2 billion in attrition costs each year through teachers moving or leaving the profession, according to new research from the Alliance for Excellent Education, 2015.

❖ The Department of Education estimates that in the United States “one million beginning teachers [will leave the profession] in ten years.” (2015)

❖ According to Richard Ingersoll, in 2008, 34% of the 41 nation’s population was minority, and 41% of all elementary and secondary students were minority, but only 16.5% of all elementary and secondary teachers were minority.

RECRUITMENT CHALLENGES FROM RESEARCH

http://all4ed.org/

❖ College and University Education

Fairs

❖ PGCPS Job Fairs

❖ Sourcing

❖ Alternative Certification Programs

❖ IRC Job Postings

❖ PGCPS Placement Events

❖ Title I Placement Events

❖ Principal Resume Portal

❖ Local College/University Classroom

Visits

❖ All of the traditional recruitment

strategies, plus...

❖ Invitation Only PGCPS Placement

Events

❖ PGCPS School Tours Program



❖ Content Supervisor Collaboration


❖ Principal Recruitment Training

❖ PGCPS Candidate E-mails

❖ Social Media


❖ Note: Items in BLUE represent recent improvements in PGCPS Human Resources recruitment.

RECRUITMENT: OUR PROCESS


Scenario: Congratulations! You have just been selected as a Human Resources Partner with Prince George’s County Public Schools.

Task: Consider the information that has been presented on the national research along with the traditional and non-traditional recruitment strategies. Then with your table partners discuss how we can continue to recruit and source the best teachers.

Traditional Non-Traditional

RECRUITMENT ACTIVITY: GET THE BEST!

“Thank you for allowing us to visit

Prince George’s County schools

today. It was a great introduction

into what the future may hold for

us future teachers.”

~ Ms. Alaina Briceland-Betts, ECC

Kindergarten Teacher

Cesar Chavez ES

RECRUITMENT: OUR EVIDENCE

THE LADDER OF INFERENCE


11%

45%

8%

5%

28%

12%

45%

8%

5%

29%

12%

12%

45%

8%

5%

29%

12%

45%

29%

8%

5%

45%

Race and Ethnicity of our New Teachers SY2016


9%

12%5%

31%

70%30%

76%

24%

Gender of our New Teachers SY2016


Our Instructional Vacancies - 2014 and 2015


Our Instructional Vacancies - 2014 and 2015


Our Support Vacancies - 2014 and 2015

Selected centrally-managed positions


Video

(Principals and Teacher Candidates)

RECRUITMENT: OUR SCHOOL TOURS

+What worked well

ΔWhat to change next time

❖ New PGCPS School Tours Program



❖ College Classroom Visits


❖ Recruitment training sessions

❖ Use of technology at recruitment events

❖ Resume Portal

❖ Target Universities that produce

candidates majoring in hard to find

Content Area

❖ Develop a process to link 80% of all

new hires to a recruitment source of

hire

❖ Utilize Gallup TeacherInsight data to

inform hiring decisions

❖ Identifying a larger pool of candidates

to meet the needs of our district.

❖ Create a Recruitment Calendar and

Schedule with a lens on universities that

offer teacher preparation programs for

critical shortage content areas

RECRUITMENT: OUR REFLECTIONS

EMPLOYEE LIFE CYCLE: HIRING & PLACEMENT

MO-2: PGCPS is viewed as an employer of choice.

MO-3: Effective recruitment and hiring of high-performing employees.

MO-6: Improved customer service to internal and external stakeholders.

OUR PROCESS: DELIBERATE HIRING

NEW TEACHER HIRING

HIRING & PLACEMENT: OUR EVIDENCE

“I had the most pleasant experience

during the hiring process in PGCPS.

Everyone spoke, (saying good

morning). Everyone asked if someone

was helping me. This is quite a

different experience from when I was

hired with the county in 1996.”

~Mr. William Young

aka Chef WillTeacher, Oxon Hill HS

HIRING & PLACEMENT

❖ "Our research shows that schools have a three in four chance of replacing a low performing teacher with a new hire who will be more effective right away—and who is likely to improve over time, benefiting hundreds or even thousands of students over the course of his or her career." Irreplaceables (p.8, 2012)

❖ Over 40 percent of new teachers leave the profession within the first five years.~ Washington Post, 2015

❖ Nationally, schools lose between $1 billion and $2.2 billion in attrition costs each year through teachers moving or leaving the profession, according to new research from the Alliance for Excellent Education, 2015.

❖ The Department of Education estimates that in the United States “one million beginning teachers [will leave the profession] in ten years.” (2015)

❖ According to Richard Ingersoll, in 2008, 34% of the 41 nation’s population was minority, and 41% of all elementary and secondary students were minority, but only 16.5% of all elementary and secondary teachers were minority.

RECRUITMENT CHALLENGES FROM RESEARCH

http://all4ed.org/

TEACHER ATTRITION


51

3136

11

4

25

0

10

20

30

40

50

60

70

SY2014 SY2015 SY2016

Teachers Who Left PGCPS in the First 30 Days of School

Previous Teachers New Teachers

TEACHER ATTRITION BY TYPE OF SCHOOL


Selected School Types

TEACHER ATTRITION BY SCHOOL LEVEL


School Levels

“The HR staff spent almost an

hour on the phone trying to get

me an interview with a principal

that was still at their school. As

luck would have it, Ms. Linn was

still at Apple Grove and my

interview was a success. It has

been a terrific year so far and I

am so thankful to all of HR for

getting me this opportunity.”

Shelia Mahesh,

Teacher, Apple Grove ES

HIRING & PLACEMENT

Principal Selection: Selective Hiring

PGCPS

Administrative

Procedure 4113:

Principal

Selection Process

HIRING & PLACEMENT: OUR PROCESS

Principal Selection


Sixteen (16) participants in the Aspiring Leaders Program for Student Success (ALPSS) cohorts have emerged as principal leaders from the SY2012-SY2016


Assistant Principal Selection

+What worked well


❖ Providing feedback and support

to candidates

❖ Effective screening of candidates

to determine certification

eligibility

❖ Streamlined hiring process to

decrease wait time for candidates

and improve effectiveness

❖ Early identification of candidates

with specific skillsets i.e., bi-

lingual, early childhood

certification, special education

❖ Continue to increase engagement

and support of candidates who

have gone through the process

❖ Transition to a new applicant

tracking system in FY16

HIRING & PLACEMENT: OUR REFLECTIONS

RETENTION: OUR PROCESS

MO-1: Increased retention of high-performing employees.MO-2: PGCPS is viewed as an employer of choice.MO-5: Improved/recognized performance.MO-6: Improved customer service to internal and external stakeholders.MO-7/8: Establishment of an articulated pathway to leadership and a succession plan.

RETENTION: PROGRAMS OF SUPPORT

SUCCESSION MANAGEMENT AS RETENTION:

GROWING TALENT AND MONITORING DEVELOPMENT

RETENTION: TEACHER EVALUATION MODEL

Tenure Status

Number of Teachers

Evaluation Rating %

Ineffective EffectiveHighly

Effective

Tenure Eligible

3,411 5.3 92.7 2.0

Tenured 5,971 4.8 88.9 6.3

Not Eligible

75 9.3 89.3 1.3

Total 9,457 5.0 90.3 4.7

RETENTION: 2015 TEACHER EVALUATION

Peer Assistance and Review (PAR)

❖ Expert teachers (Consulting Teachers) provide high levels of

differentiated support for non-tenured teachers in need of additional

support in the area of professional practice.

❖ A panel of expert practitioners (PAR Panel) ensures that teachers

receive appropriate levels of support and fair evaluations.

❖ A joint labor-management practitioner committee (PAR Advisory

Board) manages and oversees the program.

RETENTION: DEVELOP AND RETAIN WITH PEER ASSISTANCE AND REVIEW

PAR RETENTION

PAR

❖ PAR served 138 clients in

SY 2014-2015.

Stations:

PAR ProcessCoaching Success Story

RETENTION: PAR ACTIVITY

+What worked well


❖ Fine-tuning the teacher and principal evaluations

❖ Increasing use of evaluation data to provide more meaningful professional development to principals and teachers.

❖ Initiating the first year of PAR❖ PAR clients’ average growth

larger than other nontenured teachers’ average growth

❖ Changing the philosophy as evaluation being viewed as compliance to being viewed as an agent to develop

❖ Increasing the rigor of Student Learning Objectives (SLOs)

❖ Reducing stigma associated with PAR support

RETENTION: OUR REFLECTIONS

CLOSURE

How can the Division of Human

Resources build collaboration with the

Board of Education to support our

common goal of sustaining a high

performing workforce in

Prince George’s County Public Schools?

ESSENTIAL QUESTION

Documents

High Performing Workforce · 2019-07-19 · HIGH PERFORMING WORKFORCE STRATEGY MAP MO-7 and MO-8: Improved recruitment, retention and job satisfaction due, in part, to the establishment