Transcript STRATEGIC MANAGEMENT OF HUMAN CAPITAL: -The Project -Key Case Findings -Future Efforts Allan Odden and Jim Kelly.

STRATEGIC MANAGEMENT
OF HUMAN CAPITAL:
-The Project
-Key Case Findings
-Future Efforts
Allan Odden and Jim Kelly
SMHC Project
• Goal: Dramatically improve student
performance, focusing initially on urban
districts:
– Meaning to double student performance and
reduce achievement gap as measured by state
or local tests
– For example, increase percent at or above
proficient from 40 to 80 percent, or increase
percent at advanced levels from 30 to 60
percent, or get all averages and sub-group
scores above the 90 percent level
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SMHC Project
• Our focus for accomplishing the goal:
Strategic Management of Human Capital
(SMHC)
• SMHC includes Two Basic Strategies:
– Recruiting and retaining top teacher, principal
and central office talent, which are key to
tackling the complex educational challenges of
big, urban districts
– Managing that talent around the knowledge,
skills and expertise to make every teacher
effective – produce large student learning gains
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SMHC Project
• SMHC argues that:
– Large urban districts can acquire top teacher
and principal talent
– Talent management systems – recruitment,
induction, mentoring, professional
development, evaluation, pay, and career
progression – should be aligned and
anchored in the instructional expertise needed
to produce large student learning gains
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SMHC Graphic from TNTP
Little concern for
impact of timing
on teacher hiring.
Not targeted to
high-need schools
or subject areas.
HR dysfunction
deters applicants.
Archaic slotting
procedures
impede creation of
effective teams.
Disjointed professional
development, often not
focused on instructional
skills.
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.
An effective
teacher
in every
classroom
Minimum requirements,
little consideration for
quality. No post-hire
selection rigor, such as
tenure decisions.
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
an effective teacher in every classroom.
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The Solution: Realigning the teacher quality continuum to the
prime objective of an effective teacher in every classroom (from TNTP)
Budgeting
Training
Recruitment
Selection
Hiring
Development
Evaluation
Compensation
An effective
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:
– Leadership: Change requires rallying stakeholders around the goal of
maximizing teacher quality and effectiveness.
– Coordination: Most districts lack a chief strategist for their most important
function – developing and maintaining quality human capital.
– Political will: Realignment requires engagement with hot-button issues and
entrenched interests.
– Data: Necessary in order to identify needs, measure progress, and allocate
time and resources.
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SMHC in 2008
• Defined SMHC (see Odden & Kelly, and Lawler
papers on web site)
• Created a National Task Force of 35 leaders,
chaired by MN Governor Tim Pawlenty, and
conducted 2 task force meetings
• Conducted 1st annual SMHC Conference
• Completed several case studies of leading edge
SMHC practices around the country
• Launched 2.0 Web site: www.smhc-cpre.org
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Cross-Case Findings
• State of many urban districts:
– Dysfunctional HR systems:
• Paper and pencil systems; late and inaccurate
salary checks; large numbers of teacher shortages;
larger shortages in math, science, special
education; lack of sufficient teacher quality,
especially in high-needs schools; few recruitment
strategies; opened school each fall with hundreds
of vacancies
– Other
• Low levels of student achievement, large
achievement gaps, disjointed educational
improvement strategies
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Cross-Case Findings
• Big Finding #1: Urban districts can recruit top
quality teachers and principals by deploying a
multi-faceted human resource strategy
– “If you recruit it, talent will come”
– Create multiple recruitment strategies simultaneously
– New pipelines--TFA, TNTP, NLNS, leadership
academies (Chicago, New York)
– Move up budget and hiring calendar
– Revise bumping and seniority transfer
– “Grow own” programs and new university partnerships
– Hire mainly principals who go through a district
training program
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Cross-Case Findings
• Big Finding #2: Urban districts that have
developed systems to recruit and retain
high quality teachers and principals and
improve student performance have
restructured and automated many human
resources transactional processes
– Paper and pencil and dysfunctional HR systems are
not in the DNA of urban districts; they can be
modernized and reformed
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Cross-Case Findings
• Big Finding #3: Processes for strategic
management of teacher and principal
talent have barely begun to address the
need to develop valid and practical
measures of teaching performance and
student achievement, and use them to
manage all aspects of HR decision making
– Need to identify and use a system of teaching
standards and performance rubrics to serve
as an “anchor” for all HR programs
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Cross-Case Findings
• Big finding #4: Stable leadership from the
school district, often buttressed by strong
support from city officials, is necessary to
build and sustain an effective system for
strategic management of human capital
– All five districts have had stable leadership at
the top for several years
– Strong ties between district chief executives
and very powerful mayors
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Cross-Case Findings
• Big Finding #5: Union-management
collaboration is requisite to many SMHC
advances
– Issues commonly negotiated include transfer and
assignment procedures, evaluation procedures,
professional development, compensation levels and
arrangements, and, in some cases, mentoring and
induction—decisions related to teachers’ professional
lives
– SMHC reforms cannot be accomplished without
working with the teacher union or association
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SMHC in 2009
• Create nationwide effort to induce more
urban districts to mount comprehensive
teacher/principal recruitment strategies
• Develop, pilot and begin using
assessment system that measures
teacher’s instructional practice to various
performance levels and begin using it to
anchor HR programs
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SMHC in 2009
• Identify key SCHOOL level SMHC practices
used in recruiting, screening, selecting,
induction and developing, and rewarding
teachers that result in more effective teaching
practice and higher levels of student learning
• Identify key STATE level policies and practices
that can enhance district SMHC, create model
rules and regulations for those practices, and
gets states to begin enacting them
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SMHC in 2009
• Create new urban district partnerships with
degree granter and talent provider
organizations to produce more talented
teachers and principals with the skills
needed to be effective in urban districts,
focusing initially on individuals entering
education after earning their bachelors
degree
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