Transcript Realigning the Teacher Quality Continuum Strategic Management of Human Capital | July 21, 2008

Realigning the Teacher Quality Continuum
Strategic Management of Human Capital | July 21, 2008
The New Teacher Project’s View
A quality education is a civil right.
The achievement gap is evidence of our
failure to deliver on the promise of an
equal education for all.
Effective teachers are the remedy.
© The New Teacher Project 2008
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The Problem: A Misaligned Teacher Quality System
Not targeted to
high-need schools
or subject areas.
HR dysfunction
deters applicants.
Little concern for
impact of timing
on teacher hiring.
Archaic slotting
procedures
impede creation of
effective teams.
Little/no HC training
for principals, lack of
high-level leadership to
manage human capital.
No differentiation or
sorting among teachers,
regardless of performance.
Dollars concentrated at
senior end of career.
Hiring
Market driven by
what providers
want to offer, not
what schools or
teachers need.
Minimum requirements,
little consideration for
quality. No post-hire
selection rigor, such as
tenure decisions.
A quality
teacher
in every
classroom
Systems fail to identify
teachers on a spectrum of
performance, making it
difficult to develop high
performers or remediate or
remove low performers.
The foundational systems and institutions that are responsible for generating and
maintaining quality teachers are almost universally unaligned with the goal of a
quality teacher in every classroom.
© The New Teacher Project 2008
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The Solution: Realigning the teacher quality continuum to the prime
objective of a great teacher in every classroom.
Budgeting
Training
Recruitment
Selection
Hiring
Leadership
Evaluation
Compensation
A quality
teacher
in every
classroom
• Underlying priority must be the closing of the achievement gap.
• School districts and policy makers have made sporadic efforts to realign specific
pieces of the continuum but most efforts have been modest and limited.
• Success requires a comprehensive approach that includes:
o Leadership: Change requires rallying stakeholders around the goal of
maximizing teacher quality and effectiveness.
o Coordination: Most districts lack a chief strategist for their most important
function – developing and maintaining quality human capital.
o Political will: Realignment requires engagement with hot-button issues and
entrenched interests.
o Data: Necessary in order to identify needs, measure progress, and allocate
time and resources.
© The New Teacher Project 2008
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Our Response: Increasing the concentration of highly effective
teachers in high-need schools.
• Championing a comprehensive approach to
human capital management in high-need school
districts.
• Identifying gaps, obstacles and misalignment in
the pathways into teaching, and advocating for
corrections.
• Pursuing programmatic innovations that are
focused on supporting high-need schools.
• Engaging proactively in research that assesses
teacher effectiveness.
• Exploring dramatically different ways of
managing and maximizing teacher quality.
“We envision a future in
which the institutions,
policies and systems
that are chiefly
responsible for putting a
quality teacher into
every classroom are
tightly aligned to just
that objective.”
• Advancing a positive vision of the teaching
profession centered on quality and effectiveness.
© The New Teacher Project 2008
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NYC Teaching Fellows (NYCTF): Dramatically increasing the supply
of qualified teachers for high-need schools.
100,000
Total number of applicants to NYCTF over last six years
8,300
Approximate number of active Teaching Fellows in NYC as of February 2008
1,100
Approximate number of schools in which Teaching Fellows are teaching
11%
Percentage of all NYC teachers who are Teaching Fellows
86%
Percentage of all Teaching Fellows working in Title-I schools
66%
Percentage of New York City’s annual new hires in math and special education that
are hired via NYCTF
25%
Percentage of NYC math teachers who are Teaching Fellows
84%
Percentage of the 2007 cohorts of Teaching Fellows who teach high-need subjects
25%
Percentage of the 2006 class at NYC’s Leadership Academy (preparation program for
principals) who entered the school system as Teaching Fellows
16%
Average acceptance rate of the 2007 cohorts of Teaching Fellows (statistically
comparable to many top-tier universities)
3.3
Average undergraduate GPA of Teaching Fellows
© The New Teacher Project 2008
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Baltimore Model Staffing Initiative (BMSI): Enhancing school staffing
to improve school performance.
Goals
• Move up the hiring timeline for
40 of Baltimore’s lowest
performing schools
• Increase the number of teacherhiring opportunities available
to principals
• Implement at least 3 strategies
to positively impact the hiring
timeline/process
• Implement at least 1 additional
strategy to increase principal
accountability for hiring of
high-quality teachers
• Build principal capacity to hire
teachers effectively
© The New Teacher Project 2008
Outcomes
• All vacancies identified one week before
school were filled by the first day of school
• While the District opened with over 58
vacancies, the MSI enabled these 40 lowperforming schools to open with zero
vacancies.
• BMSI schools hired 290 teachers, including:
− 41.5 special education
− 29 English
− 25 math
− 26 science
• “I appreciate the role that BMSI played as an
advocate for what I needed in my school when
dealing with HR. This type of advocacy is still a
very necessary step in the red tape of the district
systems.” --BMSI principal
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Louisiana Practitioner Teacher Program (LPTP): An effective and
affordable approach to teacher training and certification.
Overview
• Began operations in 2001 - first non-university
provider of certification in Louisiana
• Approved to offer 15 different certifications to
beginning teachers
A 2007 value-add study of
• Serves 3 alternate route programs and 8
districts, including the Recovery School District
and charter schools
preparation programs found
• Highly affordable: $3,500 per participant
(teachers pay $2,300 after subsidies)
• “Stayed open” in the wake of Hurricane
Katrina, continuing to train and certify teachers
• 600 teachers certified as of January 2008
• 275 additional teachers will be certified by
September 2008
© The New Teacher Project 2008
Louisiana’s teacher
that math teachers certified
through LPTP were more
effective at raising student
achievement than new math
teachers from other programs
AND experienced math
teachers.
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Policy reform in Milwaukee: Improving school staffing policies for
teachers and principals.
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In all, the new contract
advances the hiring
timeline for new teachers
by four months.
© The New Teacher Project 2008
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Vacancies will be identified earlier
High-need schools can hire early, even if
they do not receive voluntary transfer
applications
Milwaukee can hire teachers in shortage
subject areas as early as its competitors
New rules will significantly decrease
incompatibility transfers
More placements in Milwaukee will be
based on mutual consent and fewer will
be assigned by HR
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School districts need:
• Data systems to capture and store far more information about teacher
performance
• Evaluation systems that reliably and precisely sort teachers into performance
categories and that have real, systematic development uses
• New generation of human capital strategists in leadership positions
• Human capital departments that transcend HR’s traditional role of processing
transactions
• Effective political voices that can articulate the need for change
• Accountable talent pipelines tailored to local needs
• School environments that talented people would choose to work in
• School leaders who are capable human capital managers
• Modernized standards for teacher performance
• Partnerships with labor built on recognition of shared interest in teacher quality
• Credible, humane processes for transitioning weak teachers out of the profession
© The New Teacher Project 2008
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Questions?
For more information, please visit TNTP’s website:
www.tntp.org
© The New Teacher Project 2008
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