+ nefec– human capital overview september 10, 2015 nefec– human capital overview september 10,...
TRANSCRIPT
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NEFEC– Human Capital OverviewSeptember 10, 2015 NEFEC– Human Capital OverviewSeptember 10, 2015
+Agenda – September 10, 2015
Activity TimeIntroduction - USHCA and Exercises – • Why Human Capital?• Research Quiz and Discussion
9:00 – 9:30
How’s your HR Doing? Leading Indicators 9:30 – 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
Break 10:30 – 10:45
What Gets in the Way? Common Barriers to the Right WorkElbow 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
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+Opening & Context of Human Capital
in Education
3
+Who We Are
4
Through HR/HC leadership, build central office capacity to better support
human capital management in districts.
Best PeopleKnowing Your Schools
Best ResultsCustomer Service
Data and Information Best Decisions=
+USHCA Districts
5
Los Angeles
Atlanta
Baltimore City
Prince George’s
Tulsa
Hillsborough
Shelby
Houston
PittsburghDenver Cleveland
Seattle
Charlotte
Boston
Hartford
Seminole
Guilford
Spring
+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, VA4. 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
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
+What is Strategic Human Capital?
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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
+Research Quiz
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+How do you know?
Key Indicators to
Human Resources/Human Capital Functionality
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+Key Indicators
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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
+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
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+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)
+Comprehensive Human Capital Management: Teacher and Principal Quality
+ 14
Teacher and Principal Puzzle Pieces– “The Right Work”
Teacher Puzzle Pieces Principal Puzzle Pieces
+District Context that Influences HC Management
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School Board Influence
Unions/Labor Agreements
Federal, State, Local Policies
Budget
+Going Deep in One Puzzle Piece:Teacher Preparation and Recruitment
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+Break
17
+Providing Human Capital Support to Key Customers
18
+ 19Common 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 whichtake staff away from focus on strategic work
Lack of data-driven culture to inform decisions
+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
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+ 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
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+Mindset Shift: HC and the Central Office MUST be Customer and Service Focused
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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
+ CENTRAL OFFICE CONDITIONS NEEDED TO SUPPORT SCHOOLS
Condition 1: Coherence Around Key School Level HC DecisionsCondition 2: Aligned SupportsCondition 3: Policies That Help, Not Hinder
Bush Institute Report, Great Principals at Scale, 2014
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+Condition 3: Policies that Help or Hinder
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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.
+ 26
Promising Practices
Where are breakthrough human capital
initiatives happening?
How are results being measured?
REVIEW OF NATIONWIDE PROMISING PRACTICES
