1. + NEFEC– Human Capital Overview September 10, 2015 NEFEC– Human Capital Overview September 10, 2015

2. + Agenda – September 10, 2015 ActivityTime Introduction - USHCA and Exercises – Why Human Capital? Research Quiz and Discussion 9:00 – 9:30 How’s your HR Doing? Leading Indicators9:30 – 9:40 Elbow Partner Discussion: How is your District Doing?9:40 – 9:50 Comprehensive Human Capital Management – Teacher and Principal Quality : The “Right Work” – Puzzle Pieces – Going Deep in Teacher Preparation and Recruitment 9:50 – 10:30 Break10:30 – 10:45 What Gets in the Way? Common Barriers to the Right Work Elbow Partner Discussion: Rate your District 10:45 – 10:55 Providing Great Service to Schools: Principals’ Pain Points The Principal’s HR Bill of Rights Central Office Conditions for Principal Success 10:55 – 11:15 Wrap up and Questions (if time, review of national Promising Practices) 11:15 2

3. + Opening & Context of Human Capital in Education 3

4. + Who We Are 4 Through HR/HC leadership, build central office capacity to better support human capital management in districts. Best People Knowing Your Schools Best Results Customer Service Data and InformationBest Decisions =

5. + USHCA Districts 5 Los Angeles Atlanta Baltimore City Prince George’s Tulsa Hillsborough Shelby Houston Pittsburgh Denver Cleveland Seattle Charlotte Boston Hartford Seminole Guilford Spring

6. + Why is Human Capital so Important in K-12? 6 Students with three consecutive years of effective teaching outperform students with ineffective teachers by 52 percentage points. 4 Students with three consecutive years of effective teaching outperform students with ineffective teachers by 52 percentage points. 4 1.Marzano, Waters & McNulty. “School leadership that works: From research to results.” Association for Supervision and Curriculum Development (2005) 2.Nye, Konstantopoulos and Hedges. “How Large are Teacher Effects?” Educational Evaluation and Policy Analysis (2004) 3.Educational Research Service, Alexandria, VA 4.Sanders & Horn. “Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database” (1996) 5.Roderick, Nagaoka, & Coca. “College Readiness for All: The Challenge for Urban High Schools.” (2009) One third of graduates meet minimum college readiness criteria. Less than one-quarter for African American graduates and only 20 percent of Latino graduates. 5

7. + What is Strategic Human Capital? 7  Work that contributes to the quality of teachers and principals  Work that makes the principal able to focus more on and is aligned to instructional improvement  Work that continues to bring schools/principals more autonomy and builds their capacity as HC managers  Work that is measurable for continuous improvement

8. + Research Quiz 8

9. + How do you know? Key Indicators to Human Resources/Human Capital Functionality 9

10. + Key Indicators 10  Your Principals are supportive and complimentary of central office helping them with HR functions  Early contracts are offered in prior to vacancies and most hiring is completed by June 30.  School opens with a full complement of new teachers onboard and on payroll  Ratings for ineffective or below-standard teachers should reflect student achievement results and teachers are dismissed or non-renewed for low performance.  Teachers (especially low-performers) are not moved/forced placed from one school to another against the Principal's wishes

11. + Key Indicators, cont.  There is a well-publicized deadline by which teachers have to resign (June 1 is best practice) and there are consequences for resigning beyond the deadline  Hiring process for new principals is finished by June and the Superintendent is pleased with the quality and quantity of principal applicants  Adding a new hire to payroll is done online and takes no more than 72 hours, start to finish. Orientations to complete transactions are completed online, not in person.  Principals have access to the applicant pool 24/7 and applicants have access to vacancies online 24/7  Investigations of misconduct are completed quickly and efficiently and there is a very high standard of conduct required of every employee 11

12. + Overcoming Isolation of Rural Teachers 12 Provide a mentor teacher; Provide quality in service; Provide school-community orientation and get them involved; Select the first assignment with care; a. Set clear goals; b. Welcome feedback; c. Establish a non-threatening environment; d. Provide opportunities to interact with parents and peers; Streamline paperwork; Provide time for the new teacher to visit in other classrooms (Collins,T. “Attracting and Retaining Rural Teachers,” 1999 and 2009)

13. + Comprehensive Human Capital Management: Teacher and Principal Quality

14. + 14 Teacher and Principal Puzzle Pieces– “The Right Work” Teacher Puzzle Pieces Principal Puzzle Pieces

15. + District Context that Influences HC Management 15 School Board Influence Unions/Labor Agreements Federal, State, Local Policies Budget

16. + Going Deep in One Puzzle Piece: Teacher Preparation and Recruitment 16

17. + Break 17

18. + Providing Human Capital Support to Key Customers 18

19. + 19 Common Barriers to Doing the “Right Work” Teacher contract provisions Budget constraints Lack of HC strategy that guides work Bad HR policies - some of which are “past practice” and not contractually or legally required Manual/paper-driven processes which take staff away from focus on strategic work Lack of data-driven culture to inform decisions

20. + What are Principals’ Pain Points around Human Capital? Recruitment and getting the right talent (“the devil I know…”) Little to no control over selection of new hires (all positions) Chronic absenteeism and leaves Evaluating staff Developing or dismissing poor performers Retaining high performers in high-needs schools Dealing with labor contract and policies Inadequate support from HR and central office 20

21. + What Should Principals Expect from HR/Central Office? The Principals’ “Bill of Rights” One-Stop Shopping for their HR needs Data provided monthly/annually on their staff School Visits from HR staffing specialists/HR Partners at least twice a year Online access to a strong pool of candidates online 24/7 No forced placements All vacancies filled for school opening and good candidates available for last-minute vacancies Streamlined processes all online (requisitions, onboarding) Support to improve or exit low performers Participation in annual surveys on satisfaction of HR Services 20

22. + Mindset Shift: HC and the Central Office MUST be Customer and Service Focused Strategically Maximize Talent Deliver Effective Services Meet Basic Needs 22 Where we want to be: HC Mgmt. Where we are today: HR Mgmt.  Get paid on time  Process leaves  Keep accurate data  Offer evaluation and PD services  Data-driven  Responsive customer service  Streamlined processes  Connect talent to school strategy  Differentiate and target services  Develop strong HC managers

23. + CENTRAL OFFICE CONDITIONS NEEDED TO SUPPORT SCHOOLS Condition 1: Coherence Around Key School Level HC Decisions Condition 2: Aligned Supports Condition 3: Policies That Help, Not Hinder Bush Institute Report, Great Principals at Scale, 2014 23

24. + Condition 3: Policies that Help or Hinder 24 What policies help principals as HC managers? What policies hinder principals as HC managers? Example 1: Set a June deadline for teachers to state their intent to retire; offer health benefits through the summer as an incentive to support early notification and more effective and timely hiring. Example 2: Principals have budgetary flexibility to resource school-level PD and to fund teacher leader roles to support teachers. Example 1: Tenure is granted automatically unless principal objects, and process to assess probationary teachers is loose. Example 2: Current dismissal procedures for low performing teachers are complex and lengthy, and place a significant burden on principal time and capacity.

25. + 26 Promising Practices Where are breakthrough human capital initiatives happening? How are results being measured? REVIEW OF NATIONWIDE PROMISING PRACTICES

26. + Wrap Up – Q and A Elizabeth Arons earons@ushcacademy.org 26