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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“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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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


7+Three Year Chunking


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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…


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+Power MetricsHow will this define our week at the Academy?

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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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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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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


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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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+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

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“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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+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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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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+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)



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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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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?


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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

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“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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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?

Documents

The USHCA Academy