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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
Workforce Diversity
Presentation to School Committee
January 15, 2014
BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
A great teacher in every classroom
In schools, teacher quality is the single most important
variable impacting student learning.
Having a top-quartile teacher rather than a bottom-quartile
teacher four years in a row may be enough to close the black-white test score gap (Gordon, Kane and Staiger, 2006)
Having a high-quality teacher throughout elementary school
can substantially offset or even eliminate the disadvantage of low socio-economic background (Rivkin, Hanushek and Kain,
2002)
Students assigned to a good teacher over three years in a row
will score 50 percentile points higher on tests than students assigned to weak teachers over the same period (Sanders,
1996)
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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
Our goal is to increase the diversity of our workforce to
reflect the diversity of our student population and meet
their cultural and linguistic needs.
It is imperative that schools fully comply with the federal
teacher and staff desegregation orders. In addition,
we are specifically committed to a goal of increasing
our numbers of bilingual teachers and staff to support
our English Language Learners.
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Requirements from Judge Garrity’s Final Order
Achieve and maintain desegregated faculty and
administrative staff (including guidance counselors)
comprised of 25% blacks and 10% “other minorities”
Achieve and maintain desegregated faculty at
each of the 3 exam schools comprised of 25% blacks
and 10% “other minorities”
BPS is permanently enjoined from:
discriminating on the basis of race in the operation of the
public schools
creating, promoting or maintaining racial segregation in any
school or other facility in the public school system
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Overview of the District Diversity Data
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School Year Black Latino/a Other*
SY 2011-12 31% 13% 5%
SY 2012-13 31% 13% 5%
SY 2013-14 31% 13% 5%
* “Other” excludes Latino/a staff and refers to American Indian, Asian and Pacific Islander (including Hawaiian) staff
Note: The percentages do not add up to 100% since it excludes those with no info or ethnicity not specified
As a district, the diversity of our workforce has been consistent for the past
3 school years, with 31% Black, 13% Latino/a, and 5% Other Minority staff.
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0% 4%
31%
13%
0% 0%
51%
0% 4%
31%
13%
0% 0%
51%
0% 4%
31%
13%
0% 0%
51%
0%5%
10%15%20%25%30%35%40%45%50%55%
AMIND ASIAN BLACK HISPA NSPEC/Blank PACIF WHITE
Pe
rce
nta
ges
Ethnicity
Diversity Percentages for BPS Overall for 3 years
SY 2011-12 (n=10764)
SY 2012-13 (n=11139)
SY 2013-14 (n=11519)
BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
The district recognizes its role in improving diversity of teachers, principals/
headmasters and school administrators, as well as central office employees
Diversity Percentages for BPS:
Snapshot for SY 2013-14
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0% 6%
21%
10%
1% 0%
62%
0% 3%
38%
11%
0% 0%
48%
0%
5%
33%
11%
0% 0%
52%
0%
9%
32%
13%
0% 0%
47%
0%
10%
20%
30%
40%
50%
60%
70%
AMIND ASIAN BLACK HISPA NSPEC/Blank PACIF WHITE
Pe
rce
nta
ge
Ethnicity
BPS Diversity percentages across key categories of staff
Teacher Principals/Headmasters School Administrative Team Central Office
BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
School Year Black Latino/a Other*
SY 2011-12 22% 10% 6%
SY 2012-13 22% 10% 6%
SY 2013-14 21% 10% 6%
In the latest study of the court order, it was clarified that the focus is on
‘Teachers’ and ‘Guidance Counselors’ in BPS. Hence, this number has been represented separately and will be used for reporting going forward.
* “Other” excludes Latino/a staff and refers to American Indian, Asian and Pacific Islander (including Hawaiian) staff
Note: The percentages do not add up to 100% since it excludes those with no info or ethnicity not specified
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0% 6%
22%
10% 0% 0%
61%
0% 6%
22%
10%
0% 0%
61%
0% 6%
21%
10% 1% 0%
62%
0%
10%
20%
30%
40%
50%
60%
70%
AMIND ASIAN BLACK HISPA NSPEC/Blank PACIF WHITE
Pe
rce
nta
ges
Ethnicity
Diversity Percentages of Teachers & Guidance Counselors
for 3 years
SY 2011-12 (n=4564)
SY 2012-13 (n=4638)
SY 2013-14 (n=4466)
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Overview of the Teacher Diversity Action Plan
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Teacher Diversity Action Plan (TDAP):
A comprehensive approach to district diversity goals
Guides policies and programs to recruit, retain and
promote a diverse, highly qualified workforce for the
Boston Public Schools
Supports the BPS Acceleration Agenda and aligns with
the BPS Achievement Gap Policy
Outlines a continuum of simultaneous efforts in:
Recruitment and hiring
Pipeline development
Staffing processes
Teacher attrition and retention
Teacher Diversity & Human Capital
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Teacher Diversity Work Group (TDWG)
Cross-institutional group including members of central office,
school leaders, and external partners convening monthly
Co-developed the Teacher Diversity Action Plan (TDAP) in
2012-2013
Informed the development of the TDAP strategies and tactics
and provides feedback and recommendations regarding
implementation of strategies
Office of Human Capital
Created opportunities for the TDAP strategies to be
institutionalized
TDWG subcommittees are chaired by OHC staff to link the
subcommittees with OHC project teams
Teacher Diversity & Office of Human Capital
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Recruitment
Pipeline Development
Hiring
Staffing
Retention
The detailed TDAP plan identifies five major strategies:
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To support the BPS Acceleration Agenda by
strengthening teaching and school leadership
by increasing the applicant pool of highly
qualified and diverse candidates.
The BPS Diversity Recruitment Plan is part of the
overall OHC recruitment plan.
Recruitment Goal
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To cultivate and retain the district’s diverse and
talented workforce by developing programs
designed to increase the internal and external
pipeline of diverse teaching candidates.
Pipeline Development Goal
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To refine the hiring process to retain the
district’s investment in human capital and
increase the candidate pool of highly qualified
and diverse candidates.
Hiring Goal
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To refine the staffing process to retain the
district’s investment in human capital and
increase the candidate pool of highly qualified
and diverse candidates.
Staffing Goal
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To reduce the district’s attrition of teachers of
color and increase our number of licensed high
quality teachers of color.
Retention Goal
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Transformation and Integration
in the Office of Human Capital
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Diversity was formerly a stand-alone
project area
WHAT IT WAS EARLIER … WHAT IT IS NOW ... Recruitment
Staffing
Professional Development
Performance Evaluation
Diversity
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Diversity is now integrated within all OHC
project areas
WHAT IT WAS EARLIER … WHAT IT IS NOW ...
Diversity
Recruitment & Hiring
Staffing
Professional Development
Performance Evaluation
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The new RECRUITMENT and HIRING process is a
multi-pronged approach to improve diversity
• To attract the best among diverse talent to apply to be teachers in BPS
Marketing & Advertising
• Better interface and use of data analytics to improve recruitment operations
New Website and Talent Ed
• Allowing traditional schools to open post* increases avenues to improve diversity
Open posting by any school
• Focusing on hiring a diverse candidate for all opportunities to hire improves diversity
Opportunity to Hire
Hir
ing
Qu
alifie
d a
nd
Div
ers
e
Tea
ch
ers
*Based on meeting conditions defined in the new Hiring process 21
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Monitoring and Accountability: Equity, Human Capital and Academics
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Focused oversight and monitoring
Development and implementation of a workforce
diversity strategic plan plus ongoing data analysis
Participation in Probable Org and staffing
Consideration of diversity during the performance
evaluation process for school leaders
Intensive professional development and training
specifically related to diversity and equity
BOSTON PUBLIC SCHOOLS
We are ensuring accountability through:
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The Office of Equity will monitor staffing policies and
practices and oversee our accountability efforts in
order to help:
Ensure that recruitment efforts yield the intended results
Ensure compliance with the court order
Promote early identification of obstacles toward achieving
workforce diversity goals
Allocate and utilize resources appropriately to increase
workforce diversity
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Oversight and Monitoring
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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
The Office of Human Capital will develop a 3-year
strategic plan focused in three distinct areas:
Workforce Diversity
Workforce Inclusion
Sustainability
The plan will help position the district to increase the
representation of teachers of color in the District by
focusing on the recruitment of a pool of new hires that
reflects the diversity of our students
This plan will be informed in part by the
recommendations of the Teacher Diversity Work Group
BOSTON PUBLIC SCHOOLS
Workforce Diversity Strategic Plan
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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
The Office of Human Capital will provide the Office of
Equity with monthly data reports on diversity
The Office of Equity will use this report to conduct a barrier
assessment (examining obstacles), while the Office of Human Capital will conduct an impact assessment of its strategies,
programs, and initiatives
The two offices will work collaboratively to identify and
leverage best practices and to design a corrective action
plan if needed
This process and review is meant to be fluid and to allow for
adjustments in practice
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Data Analysis
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During Probable Org, the Office of Human Capital, Office of
Academics, and Office of Equity will provide guidance to school
leaders on District diversity goals
The Office of Human Capital will help ensure that school leaders have a
qualified pool of applicants
The Office of Academics will support school leaders to identify the best
candidates
The Office of Equity will help ensure that all parties are focused on meeting
diversity goals
The Office of Equity will also review proposed offers
This review will consider district goals and priorities, including (but not limited to):
adherence to staffing circulars, nature of the position, diversity of the applicant
pool, applicant qualifications, demographics of school-based staff, and district-
wide student demographics
BOSTON PUBLIC SCHOOLS
Probable Org and Staffing
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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
To provide accountability, the Academics Office will
incorporate into the performance evaluations for all
school leaders an assessment of how the school leader is
helping the District achieve our workforce diversity goals
Network Superintendents will work with school leaders to
set expectations and will look for evidence related to:
Diversity of new hires, transfers, and promotions
Implementation of inclusive retention strategies
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Performance Evaluations
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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS
To help support this work and create a common
understanding of our strengths and challenges, the
District will bolster its professional development and
provide training related to diversity and equity
BOSTON PUBLIC SCHOOLS
Professional Development and Training
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Performance Evaluations
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Hiring
Analysis of data
Quality checks
Training
Consistency of evaluations
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How is performance evaluation related and essential to workforce diversity?
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Hiring
To earn autonomy to hire certified candidates
towards diversity goals, schools must complete
formative assessments for ALL educators before
Probable Org (January 13, 2014)
This will provide OHC with formative assessment data
for the majority of the district’s educators earlier than
in 2012-2013
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Analysis of Data
2013-14 Formative Assessment data will be
analyzed by implementation specialists across
networks. The analysis will focus on:
Quality
Norming
Evidence-based rationales for ratings
OHC will report back to School Committee on
the outcomes of the analysis of 2013-14
Formative Assessments
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Training
BPS will continue to lead Massachusetts in the
training of our evaluators:
Evaluators must participate in a DESE-approved
evaluator training
All evaluators will have completed the Observation
and Feedback Course by Spring 2015
The Teacher Effectiveness Calibration System will be
piloted in May 2014
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Questions?
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