best practices and new perspectives in hr the strategic data project human capital diagnostic spring...
TRANSCRIPT
Best Practices and New Perspectives in HR
The Strategic Data Project Human Capital Diagnostic
Spring GASPA | May 5, 2011
Right People
Right Data
Right Analysi
s
Increase student achievement and
attainment by informing decision making at the district level with new
data and analysis.
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SDP Goal Theory of Action
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Best Practice #1
• Allow data driven-decisions to go beyond the classroom. Use data to make a wide variety of human resource decisions. – Specific to teacher sourcing, selection, and
placements. – Take “deep dives” into human capital data.
Less-experienced teachers are placed with lower-performing students
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FCS places less experienced teachers with lower performing students both across the district and within schools. The same pattern is also evident in ELA courses.
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Best Practice #2
• Begin to put some focus on systemic placement of least experienced teachers. – Increased partnering with area superintendents in
order to analyze data around teacher experience and local placements within schools.
– Strategy around hiring 0-3 yr. teachers versus 4+ yr. teachers.
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Estimating Teacher Effectiveness: The SDP Approach
What are teacher effects?
Teacher effects represent one strategy to quantitatively estimate an individual teacher’s influence on the amount his or her students learn from one year to the next, as measured by performance on standardized tests.
How are teacher effects estimated?
Conceptually, we measure student achievement growth and isolate the portion of the growth that is attributable to the student’s primary teacher (as opposed to other factors such as the home environment, supplemental instruction, peer groups, etc.).
Challenging Assumptions
Teachers with advanced degrees are no more effective than teachers without them
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College Graduation
Evaluate
Georgia’s salary schedule pays teachers with advanced degrees more, although they are no more effective than their counterparts without such degrees.
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Best Practice #3
• Limit your assumptions when recruiting and hiring teachers. Set a standard and select using the standard as your guide. – Develop a teacher template, including those
competencies that are prevalent in effective teachers.
– Develop leadership to approach all hiring decisions from this perspective.
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Estimates of teacher effectiveness among novice teachers are predictive of future performance
After ranking novice teachers in quartiles using two years of math teacher effectiveness data, these teachers, on average, perform similarly in their third year.
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Best Practice #4
• Put a systemic focus on professional learning and performance management on your novice teachers.– Focus on mentoring and coaching– Use performance management tools to make the
proper evaluation of teachers prior to them gaining tenure.
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Outcome Definition
Stay Teacher remains teaching (appears in course table) at the same school
Transfer Teacher remains teaching (appears in course table) at a different school
Other District Job
Teacher receives FCS salary but no longer appears in course table
Leave District
Teacher no longer receives FCS salary
Retention Definitions
80%
5%
10%
5%
Challenging Assumptions
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FCS retains its most effective math teachers at higher rates than its less effective novice math teachers
This pattern is not evident in ELA.
5.84.66.2
83.5
6.15.56.1
82.4
5.15.76.1
83
4.78
3.4
83.90
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40
60
80
100
Pe
rcen
t of T
each
ers
Lowest- Teacher Effects 2nd 3rd Highest- Teacher Effects
Teacher Effectiveness Quartile
Sample: 2007-08 through 2008-09 School Year math teachers with 3 or more years of experience.Sample Size: Q1: N=772 Q2: N=773 Q3: N=752 Q4: N=804
Amongst Experienced TeachersAverage Teacher Turnover by Math Teacher Effectiveness Quartile
Leave District Other District Job
Transfer Schools Stay
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The least effective experienced math teachers in FCS stay in the classroom at the same rate as their more effective colleagues
However, the most effective teachers take other jobs in the district at higher rates (8%) than their less effective peers (4.6-5.7%).
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Best Practice #5
• Focus on retaining the best. Understand that this profession is not for everybody. – Keeping the best and the worst does not help the
district improve student achievement. – Always focus on competencies and skills that have
the most positive impact on students.– Understand what value HR brings to this goal.
DevelopRecruit
Retain/ TurnoverPlace
Evaluate
Develop
Major Findings
1. Less-experienced teachers are placed with lower-performing students
2. Teachers with advanced degrees are no more effective than teachers without them
4. FCS retains its most effective math teachers at higher rates than its less effective novice math teachers
3. Estimates of teacher effectiveness among novice teachers are predictive of future performance
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Best Practice Summary1. Use Data to drive HR decisions.2. Look at how you place your least experienced
teachers.3. Challenge your assumptions about sourcing and
selecting teachers.4. Look at how you can enhance professional learning
and performance management , specifically for novice teachers.
5. Focus on retaining the best. Understand that this profession is not for everybody.
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Contact Information
Lance Young, SPHRExecutive Director, HRFulton County Schools