Great Teachers and Leaders Forum US Dept. of Education| October 13, 2009

2 © The New Teacher Project 2009 A comprehensive approach to managing human capital is focused on core metrics. Talent Pipeline Create supply of effective teachers to fill all vacancies. CORE METRIC Number and percentage of new teachers who demonstrate effectiveness above a target threshold Effectiveness Management Optimize effectiveness of teacher workforce. CORE METRICS Retention rate of top-quartile teachers vs. bottom-quartile teachers Average improvement in retained teachers’ effectiveness over time Recruitment Selection Training / Certification Hiring / Placement On- Boarding Evaluation / Prof. Dev. Compensation Retention / Dismissal Working Conditions School- Level Perf. Mgmnt. An effective teacher in every classroom Measures of student learning District Governance

3 © The New Teacher Project 2009 ESEA should focus on three levers related to teacher effectiveness. Teacher Effectiveness (e.g., Value Add, Growth, PE Rating) Lever 1: Boost effectiveness of all performers Lever 3: Replace persistently less effective teachers Lever 2: Retain and leverage the most effective teachers

4 © The New Teacher Project 2009 Years of Growth What would it take to get breakthrough performance improvement? 0.75 Hypothetical Situation A district uses “years of growth” as its primary measure of student learning. Currently, the district’s teachers average 0.75 years of growth. o75 th percentile: 0.9 years o25 th percentile: 0.6 years The district wants to boost average effectiveness so that at least 4 out of 5 teacher get 1.0 years of growth. 1.0

5 © The New Teacher Project 2009 Achieving breakthrough results requires movement in all three levers (performance improvement, retention of more effective teachers, and improvement or replacement of less effective teachers). Scenario 1 Incentives to boost retention of top-quartile and performance of lower-quartiles Tailored and effective PD for lower quartiles Performance management policies to drive outplacement of teachers who do not improve Tenure for those who repeatedly generate 1 year growth 1 85%10% 1.1 years 2 80%25% 3 33%50% 4 20%60% Teachers’ Starting Quartile Retention Rate Improvement of Those Who are Retained Average Performance of New Hires 1 85%5% 1.1 years 2 80%15% 3 66%30% 4 66%40% 30% Improvement 1.0 years 40% Improvement 1.1 years 20%tile=1.0 years Scenario 2 All the above, plus: More attractive incentives More ambitious performance management policies