1 Human Resources Management Oversight and Board Monitoring Ann Best, Chief Human Resources Officer...

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Human Resources Management

Oversight and Board Monitoring

Ann Best, Chief Human Resources Officer

December 2, 2010

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Agenda

Management Oversight Human Resources Organization Roles and Responsibilities Financial Resources Policies

Board Monitoring Effective Teachers Effective Principals Culture of Trust through Action

Challenges

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Human Resources Organization

Human ResourcesChief Human Resources

OfficerAnn Best

HR Operations

Audrey Gomez

Professional Development

Sharon Koonce

Accountability and RewardsBill Horwath

Leadership DevelopmentKevin Hobbs

127 Prof Staff (Pay grade 25 and above)42 Admin (Pay grade 24 and below)16 Open

Talent Acquisition

Denise Smith

Project MgmtKarrie Aldrich

HRIS

Strategic Communication

14 Prof Staff

6 Admin

7 Prof Staff

3 Admin

57 Prof Staff

12 Admin

1 Open

7 Prof Staff

2 Admin

2 Open

34 Prof Staff

18 Admin

3 Open

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Roles and Responsibilities

Talent Acquisition Teacher Recruitment Leadership

Recruitment Selection Models Certification

Leadership Development Development of APs Development of

Principals Development of Staff Creation of Pipeline

Professional Development Teacher Development New Teacher Induction Onboarding Technology Integration

Training PD Clearinghouse Accountability and Rewards Performance Appraisals ASPIRE Job Analysis & Description Compensation Performance Management

HR Operations Organizational Support EEO Employee Relations Personnel Records

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Current Annual Budget - General Fund (GF1) - $5.6 M Payroll & Benefits - $4.3 M Operational Cost - $1.3 M

Funding Sources General Fund - $5.6 M Special Revenue - $12.8 M

Financial: Human Resources Budget

$4,265,453

$817,894

$134,67

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$416,352

GF1 Budget

6100 Payroll & Bene-fits6200 Contracted Services6300 Supplies6400 Other Opera-tional

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Financial: Human Resources Grant Funding

Title of Grant Source of Grant Area of Support Award Timing ManagerBatelle for Kids SAS Consolidated Application

for Federal FundingTeacher/Principal professional development

$380,000 1 year Julie Baker & Ann Best

Effective Teacher in Every Classroom The Laura and John Arnold Foundation

The New Teacher Project $6M 5 yrs from Sept. 2010

Julie Baker & Ann Best

Human Capital and Career Pathways The Bill & Melinda Gates Foundation

TFA retention and talent transfer $1.1M 2 yrs from Nov. 2009

Karrie Aldrich

IMPACT II Exxon Innovative teaching strategies $23,105 10 yrs from 2001

Sharon Koonce

Principal Academy for Collaborative Engagement (PACE)

U.S. DOE, School Leadership Program

Alternative Certification Program, Principal Academy

$644,377 2 yrs from Jan. 2010

Lidia G. Zatopek & Kevin Hobbs

Reach Grant U. S. DOE, Transition to Teaching Program

Alternative Certification Program $223,293 2 yrs from Jan. 2010

Jonett Edwards Miniel

Science and Mathematics Alternative Route to Teaching (SMART)

U. S. DOE, Transition to Teaching Program

Alternative Certification Program, Math and Science

$413,141 2 yrs from Jan. 2010

Jonett Edwards Miniel

Support for ASPIRE The Bill & Melinda Gates Foundation

Value added professional development

$4.5M 3 yrs from Dec. 2008

Sharon Koonce

Support for ASPIRE The Dell Foundation Performance-based compensation

$4M 2 yrs from 2008

Bill Horwath

Teacher Incentive Fund (TIF) US Department of Education Performance-based compensation

$999,110 1 yr from Oct. 2010


Teacher Incentive Fund (TIF) US Department of Education Improve human capital systems $31.5M 5 yrs from Oct. 2010


UT-CULP US Department of Education Tuition for aspiring principals $3M 5 yrs, Nov 2008

Kevin Hobbs

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Compensation and Benefits: Pay Practices, Fringe Benefits, Absences, Holidays, Vacations and Retirement

Employment Objectives: Equal Employment Opportunity Employment Practices: Teacher (Continuing, Term and

Probationary) and Non-Teacher Contracts Employment Restrictions: Conflict of Interest Leave and Absences: Family and Medical Leave Performance Appraisal: Evaluation of Teachers and Non-

Teachers Personnel Management Relations: Employee

Complaints/Grievances Professional Development: Professional Meetings and

Required Staff Development Termination of Employment: Reduction in Force, Nonrenewal

and Termination of Contracts

Policy: Human Resources Key Policies

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Human Resources Board Monitoring

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Human Resources Connection to HISD Strategic Direction

Effective Teacher in Every Classroom

Effective Principal in Every School

Rigorous Instructional Standards and Supports

Data-Driven Accountability

Culture of Trust through Action

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Human Resources in Focus




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Effective Teacher: Our Current Focus 4 Key Strategies

09-10 10-11 11-12 12-13 13-14 14-15

Strengthen Recruitment and Staffing

Practices

Refine recruitment and staffing practices

Implement Improved Recruitment and Staffing Practices (recruitment, screening,

selection, onboarding)

Establish a Rigorous, Fair

Teacher Appraisal System

Design new appraisal criteria, process, usage guidelines

Implement(wave 1)

Implement(wave 2)

Implement(wave 3)

Implement(wave 4)

Provide Individualized

Teacher Support and Development

Design new support and development processes

Implement New Support and Development Processes for Teachers

Offer New Career

Pathways and Compensation

Develop new career pathways and compensation system

Implement(wave 3)

Implement(wave 1)

Implement(wave 2)

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Effective Teacher: Recruitment & Staffing

Strengthen Recruitme

nt and Staffing Practices

Created pool of 1,243 teacher candidates for principals to interview Increased online and college presence: conducted over 40

campus recruitment trips Generated more than 6,000 online applications

Launched centralized screening and selection process for new teachers

Proactively increased selectivity and quality of teacher applicant pool (21% of applicants)

Math Assessment Sample Teach Haberman STAR Teacher Structured Interview

Supported principals in filling 993 teaching positions for 2010-2011 school year

Improved recruitment, selection, and design for HISD ACP program

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Source: Surveys of 2010 teacher applicants and survey of 1,921 un-hired teacher applicants to HISD between 2007 and 2009.

Improved responsiveness: % of un-hired candidates that said they received a response after applying.

2007-2009 Candidates 2010 Candidates

Improved communications: % of un-hired candidates that said that communications they received from HISD were clear.

Centralized selection process improved customer service and candidate satisfaction


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~ 9 out of 10 Principals rated 2010 teacher candidates as strong or stronger than previous years“Although I was able to find high quality

candidates before the process, the new process helped me to get the job done much faster.”

“As a part of this year's process, I was able to complete hiring for campus and move on to other activities that normally take up my time with hiring. This by far was quick, highly qualified candidates, and time was better spent on new initiatives.”

Source: 2010 Survey of Hiring Principals

Weak candidates are systematically screened out of selection and hiring

Through improved process, Principals had access to a strong pool of candidates screened by HISD

• Sample Teaching• Haberman Interviews• Math Assessment

1,243 Teacher Candidates enter

hiring pool

21% Selectivity

993 Teachers Hired

6,043 Screened Applicant

s


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During the 2009-2010 Hiring Season, HISD did not prioritize applicants who scored higher in the screening process…

Applicant Hire Rate by Haberman Star Teacher Interview Score

Source: 2010 Survey of Teacher Applicants and HISD Recruiting Data


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Of candidates admitted to the hiring pool, 173 (16%) withdrew their applications or were

hired by another district.

56%

were not satisfied with the overall timeliness of the application and hiring process.

72%

stated that the hiring timeline was important or very important in their decision to withdraw their application or decline a job offer.

86%withdrew their application or declined a job offer because they received a job offer at another district.

16%

Average Haberman Star Teacher Interview Scores

36.6 37.3Hired Applicants Applicants Who “Got Away”

… and 173 Applicants that “got away” were stronger and were greatly influenced by poor timeliness in their decision to walk away from HISD.

Source: 2010 Survey of Teacher Applicants and HISD Recruiting Data


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15%35% 36%

57%

Initial Applicatio

n

Screening Process

School Placemen

t

Post-hire Processin

g

39%of hired applicants were not satisfied with the overall timeliness of the application and hiring process

Source: Surveys of 2010 teacher applicants. “Not satisfied” indicates respondents who did not select “Strongly satisfied” or “satisfied”.

21% of hired applicants stated that it took four or more months from the time they applied to the time they were finally hired

Of hired applicants who expressed dissatisfaction with the timeliness of the hiring process, percentage expressing dissatisfaction with each

stage


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Establish a Rigorous,

Fair Teacher

Appraisal System

Implemented Staff Review Process to assess all teachers and identify support for development areas

Deliberately differentiated retention efforts: keep the strongest teachers while managing the retention of less effective teachers

Began design process of new appraisal system

Effective Teacher: Teacher Appraisal

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Teacher Effectiveness in Improving Student Achievement

Boost effectiveness of all teachers through effective evaluation and targeted professional development.

Improve or exit persistently less effective teachers and replace with more effective teachers.

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1 Optimize new teacher supply by hiring from preparation programs whose teachers consistently achieve better student outcomes.

Prioritize effective teachers for high-need

students.

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Current teacher performance

Potential teacher performance

5Goals for Optimizing Teacher Effectiveness

Retain and leverage most effective teachers.

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Distribution of Teacher Staff Review Performance Category Assignments*

Source: HISD Spring and Fall Staff review process; * Compare to appraisal results from 2005 through 2009 in which only 3.4% of teachers had any domain rated as “below expectations” or “unsatisfactory.”

Distribution of PDAS/MPDAS Domain Ratings, 2005-06 Through 2008-09

Just 3.4% of teachers rated on PDAS/MPDAS between 2005-06 and 2008-09 had any domain rated “below expectations” or “unsatisfactory.”

28 % of teachers were rated as “Developing” or

“Low-Performing” in Fall 2010

New Staff Review Process allowed for more balanced differentiation among teachers…


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### = number of teachers in Staff Review effectiveness group

Source: HISD PeopleSoft Database and Staff Review Data

…which led to differentiated retention based on teacher performance


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Improving ability to execute differentiated retention is evidenced in HISD’s improvement in retaining the top performers…


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… and in actively managing the retention of less effective teachers…


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… and deliberately decreasing the number of Probationary Teachers who receive Term Contracts


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Stage 1: September 2010 – early February 2011

• SDMCs submit recommendations• Hold public comment period and review by DAC

and SDMCs

Stage 2: November 2010 – February 2011

• Smaller working groups will convene to develop proposed tools and instruments

• Continue DAC review and input and obtain feedback from public comment periods

Sep ’10 Oct ’10 Nov’10 Dec ‘10 Jan ‘11 Feb ‘11 Mar ’11 Apr ‘11

Stage 3: April 2011

• DAC and SDMCs consider all feedback from the district’s stakeholders and make final recommendations, then Dr. Grier will present the final proposal to the HISD Board of Education for approval.


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Provide Individualized Teacher

Support and

Development

Launched Individual Professional Development Plans (IPDP) for all teachers

Kicked off Human Capital Fellowship program: 21 Fellows in mentorships with Senior Management to improve retention and development. All will attend Transformation Summitnext week.

Refined ABRAZO New Teacher Induction Targeted professional development:

Conducted EVAAS and Classroom Management at Apollo Schools

Developed 74 online courses in which 17,000 participants are enrolled

Provided 634 training sessions to meet the individual needs of teachers

Provided 410 sessions to meet the needs of teachers in areas such as dyslexia, gifted and talented, AED/CPR, and classroom management

Provided 45-hour Academies on the integration of technology into classroom instruction

Effective Teacher: Teacher Support & Development

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Offer New Career

Pathways and

Compensation

Initiated the Effective Teacher Pipeline to offer an additional $10,000 for highly effective teachers to transfer to underperforming schools

Launched Recruitment Fellows Program

Effective Teacher: Career Pathways & Compensation

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Effective Teacher: 2010-2011 Areas for Focus

• Attract and hire strongest teacher candidates by shortening hiring timeline and using selection data to prioritize hiring of strong candidates

• Utilize open contracts to capture highest quality candidates earlier• Move internal transfer process earlier to allow for selection of better

candidates• Improve communications and data systems to better manage

effectiveness of new hire processing• Implement Talent Acquisition Technology System

• Continue collaborative development of Appraisal System• Refine Staff Review process to collect data to better inform Teacher

Support and Development

• Allocate teacher support and professional development resources based on teacher performance and need

• Provide alternative delivery methods of professional development to meet the individual needs of teachers

• Begin development of career pathways and compensation system that align with appraisal system

• Review and modify stipend program• Enhance ASPIRE awards program to reward excellence and align with

recruitment and retention efforts

Recruitment & Staffing

Practices

Teacher Appraisal System

Teacher Support &

Development

Career Pathways &

Compensation

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Effective Principal: 2009-10 Focus on 3 out of 5 Key Strategies

• Released RFP for new Principal Appraisal System and Selected Vendor (McREL)

• Created Leadership Recruitment team• Created centralized campus leadership pools of talent• Attended 15 events this fall (NAESP, AHSA, TABE,

NABSE)• Created pipeline of high performing teachers and APs

• Created Leadership Development Team• Designed leadership development program to allow

HISD to be self-renewing organization• Began first two cohorts of new Assistant Principal

Leadership training• Created professional development teams to support APs• Created 3-year new Principal program

Rigorous, Fair Principal Appraisal

Standards to Guide

Principals Decision- Making

Strong Recruitment

Practices

Instructional Leadership Program to

Develop Talent

Safe, Secure and Healthy Environment

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Effective Principal: Principal Appraisal

Rigorous, Fair

Principal Appraisal

Design and develop a principal appraisal system

Pilot and revise processes and materials

Pilot and test new system to ensure validity and reliability

Roll out new system for 2011-12 school year,

including development of user manuals and in-person training

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• Online Haberman Assessment• Haberman In-person Interviews• Skills Assessment

118 Principal Candidates

Passed Screen

10% Selectivity

50 Principals started SY 2010-2011

1,145 Screened Principal

Applicants

Strong Recruitme

nt Practices

Effective Principal: Recruitment Practices

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Instructional

Leadership Program to Develop

Talent

Launched partnership with UTCULP (University of Texas Collaborative Urban Leadership Project) program

Partnered with University of St. Thomas for Principal Academy for Collaborative Engagement (PACE)

Strengthening relationship with REEP (Rice Education Entrepreneurship Program) program

Effective Principal: Leadership Development

Building Internal Pipeline through External Partnerships

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Assistant Principal Cohorts

•Undergo selection process including SIO and Principals input

•Receive coaching from Professional Development Team (PDT)

•Create a job embedded portfolio throughout program

•Participate for first two-years of being AP (AP1 and AP2)

Assistant Principal

•Participate in ongoing professional development

•Follow individualized, self-selected training•Fast-track

•Developing

Principal Internship

•Participate in structured program prior to being selected as Principal and learn from:•Professional Development Team (PDT) Support

•Mentor support

•Leadership Seminars

First

Year

Principal

•Participate in structured program during the first 3-years of being a Principal, including: •Leade

rship Seminars

•First-year Mentor (Principal)

Building Internal Pipeline through “Grow Our Own Program”

Effective Principal: Leadership Development

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Effective Principal: 2010-2011 Areas for Focus

• Design new appraisal format and begin pilot of new appraisal

• Continue selection process for high quality campus leaders

• Continue developing an aspiring leadership program that will be self renewing and “grow-our-own” leaders from within HISD

• Identify and implement a master scheduling program to assist secondary school leaders

• Support current leaders in schools through leadership training

• Design and execute training on appraisal systems

Rigorous, Fair Principal Appraisal

Standards to Guide

Principals Decision- MakingStrong

Recruitment Practices

Instructional Leadership Program to

Develop Talent

Safe, Secure and Healthy Environment

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Culture of Trust Through Action

Building Human

Resources Capability

Ensuring Customer Service

Supporting

Accountability

• Improve Customer Service through development of standards for internal and external constituents

• Build strategic Communications plan to better connect with employees and external constituents

• Continue to improve substitute availability through new Online Sub System

• Expanded role of Leadership Development team to focus on central office administrators

• Began New Hiring Managers training• Introduce Succession Planning • Improve onboarding of new employees• Redesign New Employee Orientation

• Launch ePerformance more widely in organization (pilot completed)

• Continue development of scorecards (36 departments already complete)

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Upcoming Challenges and Key Decisions

Supporting Excess Personnel for 2011-2012 School Year

Early Issuance of Teacher Contracts Teacher Transfer Period Revised Performance Appraisals

(Teacher, Principal, and Staff)

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Our Goal: Effective Teachers in Every Classroom

Dallas students who start 2nd grade at about the same level of math achievement…

After 3 HIGHLY

EFFECTIVE Teachers

After 3 INEFFECTIVE

Teachers

…may finish 5th grade math at dramatically different levels depending on the quality of their teachers.

Note: Calculating the effects of 3 teachers requires 4 years of test data; hence starting with scores in 2nd grade and ending in 5th.

Source: Jordan, H., Mendro, R., & Weerasinghe, D. (1997). The Effects of Teachers on Longitudinal Student Achievement. Dallas, TX: Dallas Public Schools

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Our Goal

1 Human Resources Management Oversight and Board Monitoring Ann Best, Chief Human Resources Officer...

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