Human Capital Key Insights and Wrap Up · 12-13 13-14 14-15 Aldine Tulsa NYC Applicants per...
Transcript of Human Capital Key Insights and Wrap Up · 12-13 13-14 14-15 Aldine Tulsa NYC Applicants per...
© Education Resource Strategies, Inc., 2014
Confidential Draft: Not for Distribution
Human Capital Key Insights
and Wrap UpJuly 20, 2016
Confidential Draft: Not for Distribution
1. Re-ground on scope
2. Major findings from human
capital analysis
3. Implications for SDPBC from
our year of collaboration
1
Workstream Sep Oct Nov Dec Jan Feb Mar Apr May June
Data collection and
validation
System 2020 Review
Strategic Resource Map
• School funding and
equity
• Strategic school
design
• Human capital
strategy
Synthesis and
prioritization
Project timeline
2
Ph
ase
IP
has
e II
Major findings from human capital analysis
SDPBC faces an increasingly challenging recruitment environment, which
has helped shape early strategic plan initiatives
However, creating a talent strategy that propels its students to higher levels of
achievement requires addressing root causes of retention and attrition,
particularly for the most effective teachers and in the highest need schools
This implies strengthening the “value proposition” for educators to teach in Palm
Beach County, including:
Expanding support for novice teachers
Creating opportunities for the best teachers to earn more and extend
their impact:
More differentiated evaluation
Expanded leadership roles for the most effective teachers
Support principals in being strategic developers and managers of talent
3
Even with lower attrition and more applicants than many
districts, SDPBC is feeling pressure in recruitment
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2826
24
11
3
9
12-13 13-14 14-15 Aldine Tulsa NYC
Applicants per teaching position
Sources: SDPBC SY1213-SY1415 Staff Database; ERS Comparison Database; ERS analysis
Methodology note: Teaching force attrition = teachers leaving SDPBC, teachers retiring, and teachers transferring to non-teaching role
9.6% 10.3% 9.8%
13.5%
17.6%
5.8%
12-13 13-14 14-15 Aldine Tulsa NYC
Teaching Force Attrition
SDPBC SDPBC
SDPBC
ERS-studied districts
Retired
SDPBC 14-15
10.7%
11.2%11.3%
Recruitment Challenge
Although budgets are released in March, 60% of
teachers are hired during the summer months
5
0%
5%
10%
15%
20%
25%
30%
% of Palm Beach Teacher Hires by Month
Budgets are
released
Ideal target for
completing
hiring
Source: NCTQ “Teacher Quality Roadmap: Improving Policies and Practices in the School District of Philadelphia”; 2013 and TNTP “Missed Opportunities” ; 2003;
SDPBC SY1213-SY1415 Staff Database
• Fewer than half of SDPBC
principals agree that “the district’s
hiring timeline allows me to attract
top talent to my schools”
• Studies show that late timelines
drive applicants out of the
process, especially those with
higher GPAs and relevant degrees
• SDPBC could hire earlier via:
― Earlier notification for
vacancies
― Adjusted teacher union
transfer requirements
― Adjusted budget timelines
Recruitment Challenge
Teachers who leave their schools are increasingly also
leaving the district, not moving to another SDPBC school
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6.8%
8.6%
5.6%
4.1%
2.1%
1.2%1.0%1.4%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
11-12 12-13 13-14 14-15
% of Teachers Leaving District, Leaving Teaching Role, or Transferring Schools
Left the district
Transferred to anotherSDPBC school
Transferred to a non-teaching role in SDPBC
Retired
Left SDPBC = teachers who left the district + teachers who retired. Moved within SDPBC = transfers to teaching positions in other schools or non-teaching roles
Sources: SDPBC SY1213-SY1415 Staff Database; ERS analysis
Left SDPBC 7.8% 8.6% 9.2% 10.1%
Moved w/in SDPBC 7.8% 7.5% 7.0% 5.3%
Retention Challenge
15.8%
11.2%
9.1%
5.1%
14.0%
0.0%
5.0%
10.0%
15.0%
20.0%
0-2 yrs 3-7 yrs 8-15 yrs 16-24 yrs 25+ yrs
Att
riti
on
rat
e
Years of experience
Teacher Attrition from SDPBC, by years of experience
SDPBC is losing early career teachers at much higher
rates
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How can Palm Beach support its early career teachers and retain them,
particularly in high need schools?Note: attrition is for all teachers, not just those with VAM
Sources: SDPBC SY1213-SY1415 Staff Database; ERS analysis
SDPBC overall = 10.8%
Retention Challenge
Transfer and retention patterns create less stability in
the lowest-performing schools
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45%56% 59%
69%
30%23% 20%
13%
25% 21% 20% 18%
Lowest-performingschools
2nd quartileperformance
3rd quartileperformance
Highest-performingschools
Stability of 2015-2016 Teaching Force by School Need, since 2012
Transfers
New Hires
In The SameSchool
Sources: SDPBC SY1213-SY1415 Staff Database; SDPBC SY1213- SY1415 VAM data; ERS Comparison Database; ERS analysis
Avg Yrs
of Exp10.3 12.1 13.2 14.7
Retention Challenge
Creating a powerful value proposition can help SDPBC
attract, retain, and grow an effective teaching force
Initiatives underway
Develop recruitment system that
attracts high quality and diversity
Apply added rigor in selection and
hiring processes
Address challenges with teacher
evaluation
Establish and implement
recognition and differentiated
compensation systems
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Additional potential high-impact strategies
1. Address strategic retention challenges by
expanding support for novice teachers
2. Create opportunities for the best teachers
to earn more and extend their impact:
a. Increase compensation for effective
teachers through more
differentiated evaluation
b. Create and pay for expanded
leadership by the most effective
teachers
3. Support principals in being strategic
developers and managers of talent
Value Proposition
Confidential Draft: Not for Distribution
1. Re-ground on scope
2. Major findings from human
capital analysis
3. Implications for SDPBC from
our year of collaboration
10
What will it take to realize our five-year goals?
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51%
75%
54%
75%
85%90%
62%
75%
13 14 15 17 18 19 20 21 13 14 15 17 18 19 20 21 13 14 15 17 18 19 20 21 13 14 15 17 18 19 20 21
SDPBC Path to Strategic Plan Goals, 2013-2021
3rd grade reading
proficiency
High school
readiness index
High school
graduation rate
Post-secondary
enrollment
Prior year results
Future year targets
What will it take to realize our five-year goals?
1. Clearly defining what makes working in the School
District of Palm Beach County unique, compelling
and sustainable for great teachers
2. Major shifts in how we organize resources to educate
English Language Learners and Special Education
students
3. Change in how we organize our lowest-performing
schools and how we educate our lowest-performing
students
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Strategies to get there
Continue shifting ELL resources from non-instructional functions to instruction
Adjust Special Education staffing ratios to better reflect how high-functioning schools support students with special needs
Self-contained vs. resource/inclusion settings
Manageable fill rates for special ed teachers
Consult-only roles focus on teacher support
Tighten implementation of RTI to avoid over-identification of students with special needs
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Confidential Draft: Not for Distribution
To:
A re-imagined school day.
Restructured schedules
and dynamic grouping
strategies that respond to
learning needs and create
new opportunities for
instructional collaboration.
From:
A one-size-fits-all learning
environment that holds
everyone back. Rigid
schedules and class sizes
that don’t accommodate a
range of learning needs
and force teachers to work
in isolation.
Strategic School Design
Targeting resources means deliberately and pro-actively
prioritizing resources based on student need
Supports and interventions adjust frequently based on data of student progress
Students are placed in learning environments that meet their needs,
while maintaining opportunities to learn from peers
15More details on the impact of proactive interventions can be found here: Karoly, Lynn A., M. Rebecca Kilburn and Jill S. Cannon. Proven Benefits of Early Childhood Interventions. Santa Monica, CA: RAND Corporation, 2005. http://www.rand.org/pubs/research_briefs/RB9145.
Time Attention Talent Technology
Longer blocks in
prioritized subjects
or courses, and/or
Intervention/
enrichment block
to pre-teach some
while enriching
others.
Additional talent
assigned to lower
group size and
reduce students
per teacher in
prioritized subjects
and/or in
foundational grades.
The most effective
teachers are
assigned to priority
grade levels or
courses.
Blended curriculum
and/or assessments
enable rapid and
efficient
adjustments to
groupings, time, and
program based on
student need.
Strategies to get there
Ensure teachers have – and effectively use –
weekly collaborative planning time with their
peers who teach the same content
Provide more intensive support for the lowest-
performing schools
Ensure all school teams have – and use – the
flexibility to target resources to students with the
greatest need
Help school leadership teams create and
implement “break-the-mold” designs with the
greatest potential for impact on student growth16
Confidential Draft: Not for Distribution
In conclusion…
• Many foundations for growth are in place/in progress
• Change requires making strategic resource tradeoffs – we can
do anything but we can’t do everything
• Opportunities:
1. Help SDPBC school teams create and sustain strategic
designs that advance student learning
2. Re-structure ELL and ESE resources to better support
student growth?
3. Make SDPBC a system where great teachers want to
come, stay and grow
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