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STRATEGIC MANAGEMENT OF HUMAN CAPITAL IN New York City Overview: Margaret E. Goertz, SMHC/CPRE/UPenn...
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Transcript of STRATEGIC MANAGEMENT OF HUMAN CAPITAL IN New York City Overview: Margaret E. Goertz, SMHC/CPRE/UPenn...
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STRATEGIC MANAGEMENT OF
HUMAN CAPITAL IN New York City
Overview: Margaret E. Goertz, SMHC/CPRE/UPennPanel: Chris Cerf and Amy McIntosh, NYCDOE
Aminda Gentile and Michael Mendel, UFT
November 18, 2008
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Context
• 1,450 schools
• 79,000 teachers
• 1,040,000 students– 32% African-American– 39% Hispanic– 14% White– 14% Asian/Pacific Islander– 14% English language learners
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Context
• Operating budget of $17.6 billion– Doubled between 2002 and 2008– 40% state-funded
• Mayoral control (2002)– Mayor appoints Chancellor
• Joel Klein appointed Chancellor in July 2002
– Chancellor chairs Panel for Education Policy– 32 locally-elected community school boards abolished
• Broad Prize for Urban Education (2007)
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Education Reform Strategy
Children First • Centrally-established curriculum,
assessments and accountability
• Devolution of hiring, staff development and budget authority to the schools
• System of support for schools
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Teacher Recruitment
• Alternative pathways (30% of new hires) – NYC Teaching Fellows Program (8,500 teachers in
system)– TFA (900 teachers in system)– Targeted to high need schools, high need subject
areas
• Increased entry level salaries by 43%• NYC Partnership for Teacher Excellence• Other financial incentives
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Teacher Recruitment
• Impact of recruitment policies– Eliminated “emergency certified” teachers– Increased teacher qualifications– Narrowed gap in teacher qualifications
between high- and low-poverty schools– Some effect of increased teacher
qualifications in poorest schools on student performance in mathematics, particularly elementary grades
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Teacher Selection and Placement
• Principals make teacher hiring decisions• Contract eliminated seniority-based
bumping and involuntary placement of teachers (2005)
• Open Market Transfer hiring system (OMTS) and hiring tools for new teachers and schools facilitate matching of teachers and schools
• Earlier hiring dates
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Principal Recruitment and Selection
• Leadership Academy– Aspiring Principals Program (around 200 principals)– First Year Support program– New Schools Intensive program
• New Leaders for New Schools (91 principals)• Increased salaries by 33% since 2000• Principals must be selected from central pool of
candidates pre-screened by District
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Transactional Improvements to HR Processes
• Strategic plan to make HR “service-oriented, customer-centric, and principal focused”
• Computerized and centralized transactional work• Reorganized the HR Department
– Office of Teacher Recruitment and Quality– HR Connect (“one-stop” call center for employee-related HR
questions)– Field service staff focused on strategic support of principals– Organizational Services Office
• Created Talent Office for teacher and school leader human capital management
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Teacher Induction and Mentoring
• Responsibility and funding for new teacher mentoring shifted to schools in 2007– School-based New Teacher Induction Committees
• District support through Lead Instructional Mentors in SSOs, Office of New Teacher Induction, on-line tracking system, quality rubrics
• Preference for New Teacher Center’s Professional Teaching Standards and Continuum of Teacher Growth and Development
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Teacher Professional Development
• Funding ($240 million) and structure of PD devolved to schools in 2007
• Schools must contract with one of 11 School Support Organizations
• Schools may provide their own and/or purchase additional PD to meet individual school needs
• Teacher Data initiative: value-added data for instructional improvement– All math and ELA teachers grades 4-8
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Principal Mentoring and PD
• Principal mentoring provided through NYC Leadership Academy programs– Includes one-on-one coaching
• NLNS provides additional support for their principals
• Ongoing principal/AP development from SSOs, Leadership Academy, CSA
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Performance Management: Teachers
• Teacher evaluation process and annual rating sheet are determined by contract
• School-wide performance bonuses in 205 eligible high need schools
• Tenure Notification System and on-line “tenure toolkit” for principals
• Support for principals to remove very low-performing tenured teachers
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Performance Management: Principals
• Principal performance reviews • State/NCLB accountability system • Separate District accountability system
– School Progress Reports • 60% student progress, 25% student performance,
15% school environment
– School Quality Reviews
• Performance bonuses aligned to District accountability system
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Compensation
• Single salary schedule for teachers, principals• Significant increases in teacher and principal
salaries• School bonus program for teachers in eligible
high need schools with improved achievement • Lead Teachers program in eligible high need
schools• Bonus program for principals in schools with
improved achievement• Executive Principal Program
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Facilitating Factors
• Strong and stable leadership
• Human capital design decisions related to goal of raising student achievement
• Engagement in strategic planning and phased roll-out of reforms
• Extensive investment in technology
• Productive collaborations with unions
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Challenges
• Identifying predictive characteristics of effective teachers to inform teacher selection
• Identifying valid qualitative and quantitative measures of teacher performance for teacher development and performance management
• Identifying components of a valid and effective accountability system
• Renewal of mayoral control in 2009• Fiscal conditions