McKinley School, Boston Human Capital Update...Nov 19, 2014 · Human Capital Update Presentation...

Human Capital Update Presentation to School Committee November 19, 2014

McKinley School, Boston

BPS is creating conditions that allow for great teachers and leaders across all schools

Key strategies to create these conditions: 1.  Recruitment & hiring 2.  Performance evaluation 3.  Professional growth & development 4.  Leadership development

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Great teachers & leaders produce great results

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A great teacher in every classroom

diversity “A teaching force that represents the nation’s racial, ethnic, and linguistic cultures…is advantageous to the academic performance of students of all backgrounds, and for students of color specifically” (National Education Association, 2014)

student growth 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)

eliminating gaps 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)

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) leadership After teachers, the quality of the school leader is the most important factor impacting student learning (Branch, Hanushek, & Rivkin, 2013)

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Strategy 1: Recruitment & hiring

RECRUITMENT

2013-14* 3,763 unique teacher applicants

27,272 teacher applications submitted

817 teacher jobs posted

2014-15** 4,902 unique teacher applicants

49,409 teacher applications submitted

1,197 teacher jobs posted

**as of September 26, 2014, restricted to Garrity Court Order job codes

*as of October 1, 2013 Asian n=196

Black n=714

Latino n=324

White n=3147

Other n=24

Decline to

Identify n=497

% of Total Applied 4.0% 14.6% 6.6% 64.2% 0.5% 10.1%

% of Total Hired 5.4% 21.4% 12.2% 48.0% 0.7% 12.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Note: Applicants considered in this analysis are those who applied for job codes used for to determine progress towards the Garrity Court Order.

BOSTON PUBLIC SCHOOLS

BEFORE | 2013-14: HIRING OF TEACHERS NEW TO BPS WAS LATE

JULY 28%

AUGUST 57%

SEPT 7%

FEB 2% APRIL 3% JUNE <1%

MARCH 2% MAY 1%

AFTER | 2014-15: ALL BPS HIRING OCCURS ON AN ACCELERATED TIMELINE

JUNE 7: 4%

APRIL 42%

MAY 20%

MARCH 9%

JUNE 7 4%

FEB 0%

JUNE GOAL <10%

JULY GOAL <10%

AUG GOAL <10%

75% of hiring complete by June 7th

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We are competing for the best teachers earlier in the process

Hiring early means that BPS has first

choice in talented, effective, and

diverse teachers.

Research shows that a teacher’s effectiveness is

correlated with the month of hire

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Teacher diversity in BPS

Data from SY 2012-13. Sources: BPS Office of Human Capital, Massachusetts Department of Elementary and Secondary Education, National Center for Education Statistics.

23% 22% 22% 22% 21% 21%

10% 10% 10% 10% 10% 10%

6% 6% 6% 6% 6% 6%

0%

5%

10%

15%

20%

25%

SY 0

9-10

SY 1

0-11

SY 1

1-12

SY 1

2-13

SY 1

3-14

SY 1

4-15

Black

Hispanic

Other

TEACHER & GUIDANCE COUNSELOR RACIAL DIVERSITY OVER TIME

BPS has only recently been successful in creating the supports and programs to retain black educators – specifically black male educators

Hiring for the current year stabilized perennial decreases in Black teachers and guidance counselors

REGIONAL & NATIONAL PERSPECTIVE

Recruitment plans

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•  Boston-area colleges and

universities are key to the BPS

recruitment strategy, and are

essential pipelines.

•  BPS has events and programming

scheduled with staff and students

at the following local schools:

MASSACHUSETTS EDUCATOR PREPARATION PROGRAM ENROLLMENT1

6.0% 2.1% 3.6%

87.2%

1.2% 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Black Asian Latino White Other

1. Massachusetts Department of Elementary and Secondary Education. (2012). 2011-12 Ed Prep Candidate Enrollment by Race/Gender [Data file]. Retrieved from http://profiles.doe.mass.edu/state_report/epppcandidateenrollment.aspx.

•  Boston College •  Gordon •  Mt. Holyoke •  Stonehill •  Brown •  Simmons •  Brandeis •  Cambridge

College •  Clark •  Emmanuel

•  Eastern Nazarene •  Harvard GSE •  Lasell •  Lesley •  Boston University •  Wheelock •  UMass •  Curry •  Western New

England University

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2015 (Planned) Anticipated Hire Yield 1 Letters of Commitment •  Retain early-career educators

of color

•  All non-renewed proficient & exemplary provisionals of color

•  High-potential candidates of color

TBD – dependent on rates of nonrenewal

Letters of Intent 150+ (50% Black, 30% Latino, 10% Asian)

50-75 Black candidates 30+ Latino candidates

HBCUs targeted 10-12 visits 30-50 Black candidates

Career Fairs DC, Philadelphia, Chicago Nemnet Fairs, 14 others


Advertising El Planeta, El Mundo, Teachers of Color, Bulletin, MBTA, Reporter,

Banner, IBEW Billboard


Targeted Partnerships Recruitment visits with nationally-ranked teacher prep programs

(DC, Baltimore, Philadelphia, Chicago, NYC)


Teacher Preparation Programs in Southwest

Visits with 6-10 nationally-ranked teacher prep programs (AZ, NM,

TX)

75+ Latino candidates

Total Anticipated Yield 180-250 Black teachers (4-6.6% increase) 175 Latino teachers (3.5-4% increase)

Recruitment plans

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30% of applicants will identify as Black, 20% of applicants will identify as Latino

Launch pilot of BPS teacher pipeline programs combining MTEL support and pedagogical practice

•  Community to Teacher Program

•  Induct second cohort in Community to Paraprofessional Program

Continue to work closely with Office of Equity to review all school-based mutual-consent hires

Continue to post positions openly and competitively by March 1

Complete 80% of hiring by June 1

FROM PRINCIPALS & HEADMASTERS* GOALS FOR SCHOOL YEAR 2015-16 HIRING

92.5% were satisfied with changes to the BPS hiring process

95% agreed that autonomy increased their ability to hire high-quality teachers

95% agreed that early hiring allowed them to compete for high-quality candidates

92.5% agreed that they were able to hire earlier than in past years

87.5% agreed that the support they received from the Office of Human Capital allowed them to fill vacancies earlier than the prior school year

Hiring

*43 school leaders completed the survey as of November 12, 2014


Strategy 2: Performance Evaluations

•  All educators will get consistent, fair and meaningful feedback and assessments of their teaching practice

•  Feedback and professional growth help educators meet the learning needs of all students

•  Evaluations connect teachers with professional

development to help them become great

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Teacher evaluation completion continues to be substantially higher than before new regulations

SUMMATIVE EVALUATIONS

PRE-2010 53% PERMANENT TEACHERS 41% PROVISIONAL TEACHERS

2012-13 (YEAR 1) 88% OVERALL

92% PERMANENT TEACHERS 78% PROVISIONAL TEACHERS

2013-14 (YEAR 2) 87% OVERALL

89% PERMANENT TEACHERS 85% PROVISIONAL TEACHERS

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Performance ratings continue to be more differentiated than before new regulations


PRE-2010 MEETS EXPECTATIONS 99%

DOES NOT MEET EXPECTATIONS 1%

2012-13 (YEAR 1)

EXEMPLARY 13.5%

PROFICIENT 79.5%

NEEDS IMPROVEMENT 5.8%

UNSATISFACTORY 1.2%

2013-14 (YEAR 2)

EXEMPLARY 16.8%

PROFICIENT 77.5%


UNSATISFACTORY 0.7%

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Variances in evaluation ratings across racial groups continue to decrease


PRE-2010 PAPER-BASED EVALUATIONS LIMIT AGGREGATION

ASIA

N

BLAC

K

LATIN

O

OTH

ER

WH

ITE

2012-13 (YEAR 1)

EXEMPLARY 12% 8% 11% 12% 15%

PROFICIENT 80% 77% 80% 82% 80%

NEEDS IMPROVEMENT 7% 12% 7% 6% 4%

UNSATISFACTORY 1% 3% 2% 0% 1%

n 237 958 418 17 2635

2013-14 (YEAR 2)

EXEMPLARY 24.6% 12.3% 17.4% 15.8% 20.1%

PROFICIENT 68.9% 78.0% 76.5% 84.2% 75.6%

NEEDS IMPROVEMENT 5.3% 7.0% 5.3% 0.0% 3.6%

UNSATISFACTORY 1.2% 2.6% 0.9% 0.0% 0.7%

n 244 952 438 19 2783

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Variances in evaluation ratings across age band continue to decrease, but remain


PRE-2010 PAPER-BASED EVALUATIONS LIMIT AGGREGATION

20-29 30-39 40-49 50-59 60+

2012-13 (YEAR 1)

EXEMPLARY 11.1% 14.7% 11.9% 12.8% 11.0% PROFICIENT 82.9% 80.1% 81.1% 75.1% 74.6%

NEEDS IMPROVEMENT 6.0% 4.8% 5.7% 8.8% 10.1% UNSATISFACTORY 0.0% 0.4% 1.2% 3.2% 4.3%

n 701 1387 922 928 327

2013-14 (YEAR 2)

EXEMPLARY 13.1% 21.6% 18.3% 16.9% 17.1% PROFICIENT 82.2% 74.9% 77.1% 74.2% 71.8%

NEEDS IMPROVEMENT 4.5% 3.0% 3.8% 6.3% 8.4% UNSATISFACTORY 0.2% 0.4% 0.9% 2.7% 2.7%

n 550 1483 1057 895 451

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Variances in evaluation ratings across gender continue to decrease substantially


PRE-2010 PAPER-BASED EVALUATIONS LIMIT

AGGREGATION

Female Male

2012-13 (YEAR 1)

EXEMPLARY 13.8% 10.0% PROFICIENT 79.7% 78.1%

NEEDS IMPROVEMENT 5.4% 9.5% UNSATISFACTORY 1.1% 2.4%

n 3176 1089

2013-14 (YEAR 2)

EXEMPLARY 19.7% 14.2% PROFICIENT 75.3% 77.7%

NEEDS IMPROVEMENT 4.1% 6.2% UNSATISFACTORY 0.9% 1.9%

n 3322 1114

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Timely principal evaluation completion continues to be concerning SUMMATIVE EVALUATIONS

2012-13 (YEAR 1)

EXEMPLARY 9.2%

PROFICIENT 87.4%


UNSATISFACTORY 2.3%

% COMPLETED 75%

2013-14 (YEAR 2)

EXEMPLARY 19.4%

PROFICIENT 79.1%


UNSATISFACTORY 1.6%

% COMPLETED 60.4%

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*DESE data pulled 10/7/14 and reflects SY13-14 evaluations completed up to 8/28/14


Principal evaluation completion by network

2013-14 (YEAR 2)

NETWORK Completion Rate*

A 100%

B 0%

C 83%

D 0%

E 0%

F 21%

G 96%

H 0%

PILOT SCHOOLS 62%

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*Reflects traditional school evaluations completed as of November 19, 2014


Next steps for performance evaluation

•  Continue •  Using evaluation as an organizing tool for whole-school

improvement and implementation of academic priorities •  Regular weekly and just-in-time notification of evaluation

completion •  Observation and Feedback •  Implicit Bias Training in networks •  Focus on evaluation quality and consistency

•  Pilot network-level cross-check •  Student and Staff Feedback Implementation •  District-Determined Measures

•  Launch •  Calibration system for all evaluators •  Peer Assistance and Review

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Strategy 3: Professional growth and development

Cross-functional Professional Development Team Includes representatives from ten offices across BPS: SPED, OELL, IR&D, OIIT, Early Childhood, BTU, Engagement, Achievement Gap and Data Inquiry.

The team meets once a month to: –  Develop a cohesive professional development strategy for the district –  Identify tools and a resources to support high quality school based

professional learning –  Create a catalog of professional learning offerings tied to self assessments

School-based professional development resources –  Provide school leaders with self-assessment and goals summaries to plan

professional development –  Continue to build the Interactive Rubric of Effective Teaching

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Interactive Rubric

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Teacher leadership •  117 schools have 1 or 2 Lead Teachers

(contractual position) •  Lead Teachers support professional

learning and foster effective collaboration at their schools

•  Teacher leaders attend Network PD with school leaders to learn more about implementation of school wide priorities and academic goals

•  76% of Lead Teachers report they are

having a tangible impact on school wide goals and priority areas

•  61% report their administrators values their voice on school priorities and initiatives

Peer Assistance and Review •  Launched Fall 2014 •  Collaboration between BTU & BPS to

support underperforming teachers

Other leadership opportunities •  BPS has over 100 National Board

Certified Teachers

•  Teachers also serve in other teacher leader roles (part-time NTD, grade level team leader, inquiry facilitator, FSE facilitator, content specialist, Teach Plus Policy Fellow, PLAB member, T3, etc.)

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New Teacher Development –  New school-based model being implemented this year –  83% of Beginning Teachers (179 of 216) have a New Teacher

Developer –  130 New Teacher Developers are enrolled in monthly mentoring

professional development –  Additional monthly professional development opportunities for

early career teachers reach over 100 early-career educators through: •  the BPS Online Mentoring Program •  Effective Teaching Seminars •  Advancing Practice Seminars: Aligning Assessment with the

Massachusetts Curriculum Frameworks •  Advancing Practice Seminar: Differentiated Instruction

–  13 school leaders participated in optional “Accelerating New Teacher Success” professional development

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What’s next?

PD team is working with a facilitator from the District Capacity Project to design better professional development systems that support teacher growth Launch and implement district-wide cultural proficiency and responsiveness trainings Academic Ladder Credits – a committee comprised of representatives from OHC and the BTU are crafting a new policy for the awarding of ALC’s which will replace “in-service” credits.

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Strategy 4: Leadership development

Observation and Feedback Course •  Evaluators learn about specific tools and strategies to support

teachers

•  Evaluators focus on how tools and strategies could be implemented into their day-to-day work

•  External research shows positive feedback from participants •  83% of participants expressed the highest ability levels

after the training, compared with 53% before •  Research showed similar improvements in ability to

identify improvement areas, provide individualized feedback, communicate action steps

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Objectivity and Implicit Bias Training •  Currently occurring in networks •  Raises awareness of implicit bias in evaluations and professional

practice •  Collaboration between Office of Human Capital & Office of Equity Feedback from school leaders who have participated: “Thank you for a wonderful session, great introduction to examine a critical need. Practical ideas to address the challenges. Looking forward to more in-depth explanation of this topic.” “I haven’t addressed this with my staff. The tests are very interesting and may be a great place for us to start thinking about how we think about children. Given all of the priorities in the district, this helps but adds too. I would love for there to be PD for all staff that is either done at the school level or provided by the district that all staff are REQUIRED to attend. Much like having to have CPI and FIRST AID/CPR for ECHD schools.” 27



Pipeline Programs – Our mission is to prepare and develop effective and strategic leaders We have two pipeline programs: •  Lynch Resident Fellows – Lynch School of Education •  Aspiring Principals Program - Building Excellent Schools

  Both programs equip aspiring leaders to act boldly, and innovate and implement exemplary practices to eliminate achievement and opportunity gaps

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New principal support •  Second New Principal Institute occurred in

2014 •  Targeted professional development for

early-career principals with ERS and Teachers 21 •  Effective resource use •  School culture

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What’s next

 Developing human capital systems for other members of schools’ leadership teams (APs, DIs, etc.)

  Improving the alignment of the

compensation and human capital systems

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McKinley School, Boston Human Capital Update...Nov 19, 2014 · Human Capital Update Presentation...

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Transcript of McKinley School, Boston Human Capital Update...Nov 19, 2014 · Human Capital Update Presentation...