Delaware Promise

HC17: Delawares Human Capital Strategy, 2014-2017TOP TALENTRTTT & Beyond1We will ensure Delaware is a world-class destination for the strongest educators to grow and build a career in teaching and school leadership, especially for scholars who need them the most.

Vision for Human Capital in Delaware 2The Vision includes key elements required to make Delaware a magnet for top talent.VisionDRAFT for Discussion OnlyFour Reasons To Prioritize TOP TALENT in Delawares Education Landscape from 2014-2017People are the most important lever for raising achievement - Teacher and leader effectiveness are the first and second most important in-school factors, respectively, to impacting student achievement.1

Where we see success - Top international peers draw 100% of their educator candidates from the top 20% of applicants. (compared to only 1/5 of candidates in Delaware).2

Funding Sources Already Available - Delaware already spends 70% of its education dollars on people.3

Competitive Advantage - Delaware can lead the country in talent cultivation and development because of size, RTTT, and early adoption of key strategies.4

3VisionDRAFT for Discussion Only1 Rice, J.K., Teacher Quality: Understanding the Effectiveness of Teacher Attributes, Washington, DC: Economic Policy Institute, 2003.2 McKinsey & Company, Closing the Talent Gap: Attracting and Retaining Top-Third Graduates to Careers in Teaching, 2010. 3 Delaware Dept. of Education, Report of Educational Statistics, 2010-2011.4 Dobo, Nichole. "Q&A with U.S. Education Secretary Arne Duncan." The News Journal (2012)

Teachers and leaders want to

Be part of a strong team

Work in inspired school environments with visionary leadership

Have opportunities to have an impact and to grow professionally

Be compensated well and to have opportunities for greater responsibilities and rewardsChallenges facing Delaware to building a great place for teachers and leaders4VisionDRAFT for Discussion OnlySource: The New Teacher Project, Greenhouse Schools, 2012; Delaware Teacher and Administrator Supply and Demand Survey Analysis Report, June 2013; TLEU, The Set: Do Educators Feel Their Schools Are Good Places To Work And Learn, April, 2013; Portin, Bradley S., Teacher Voices: Teacher Leadership in Delawares Schools. Delaware Academy for School Leadership. University of Delaware, 2009; Center on International Education Benchmarking; TELL Delaware Survey (2013). The New Teacher Project, Perspectives of Irreplaceable Teachers, 2013; Challenges for DelawareSB51 will raise standards over time, but most current educators do not come from selective programs with high standards. 35% of teachers feel that their schools lack an atmosphere of mutual respect and trust31% of teachers do not feel that the school leadership consistently supports teachers37% of teachers do not feel comfortable raising issues and concerns that are important to themThere is limited differentiation in evaluation outcomes; 96% of evaluated teachers received a DPASII rating of Effective in 2011-12. 56% of teachers feel that professional development is not differentiated to meet the needs of individual teachers47% of teachers do not feel they have an appropriate level of influence on making school decisions

Delaware salaries are lower than salaries of surrounding states, and performance does not impact compensation.The strategy is also grounded in the states unique attributes, existing systems, geography, and other considerations.Accounting for Delawares Unique Context| 54/9/2015Strategic Considerations

Statewide common salary structureStatewide evaluation system (DPASII)Some sharing of instructional resources across districtsCompetitive mid-Atlantic regional talent market (DE competes with PA, NJ, MD, VA, etc.)Limited school and district funding flexibility for salaries and bonuses due to unit funding (perceived/real?)Limited number of in-state higher education providersStrong union presenceOnly 19 districtswith each relying heavily on the SEAEmerging charter school marketbut no major CMORTTT (including proposed FY15 NCE)ESEA Flexibility Waiver through 20171. Before the Classroom: Talent CultivationPreparing teachers and leaders in well-designed programs and supporting them during their crucial early years in the classroomThe Human Capital Continuum: Five Major Areas of Focus2. In the Classroom: Talent Development and ManagementImplementing and refining a sophisticated way to measure educator performance, and building compensation structures and career pathways to keep more educators in Delaware

At Every Point: Statewide Supports 3. LEA & Partner Capacity-Building: Providing responsive technical assistance and capturing exemplary practices for our LEAs to as they build their own high-performing teams.

4. Data Analytics: Analyzing data from within and across LEAs and disseminating information to underscore the importance of educator effectiveness practices.

5. Top-Talent Plays: Creating initiatives and campaigns across the human capital continuum that highlight the importance of raising esteem and the bar for the profession.

6DRAFT for Discussion OnlyWork and Priorities6The TLEU will drive: Talent Cultivation: Help build great preparation programs that cultivate talent and equip teachers and leaders with the knowledge and skills necessary for success on day one

Talent Development and Management: Help develop educators through professional development and evaluations and provide compelling compensation and career paths

LEA/Partner Capacity Building: Build capacity within LEAs so that they have a professional, strategic, highly functional team that focuses on effectiveness

Data Analytics: Unearth insights within and across LEAs and disseminate and use information to improve teacher effectiveness practices .With success defined by a host of leading indicators in the Ed. Effectiveness landscape:

A credible distribution of Delaware's educator performance

Increased job satisfaction among educators

Increased teacher retention (overall, high-needs schools, first five years, of exceeds teachers, teachers of color)

Increased applications for teacher & school leader positions, especially at the highest-needs schools

Percentage of educators who excel on a rigorous exit exam/assessment prior to Day 1 of service

Theory of Action & How It Supports Broader Goals for the State7With achieving student achievement goals as the imperative and the driver:OVERALL:Higher student achievement that shows students are ready to compete in the global economyClose persistent achievement gaps between low-income students and their more affluent peersPrepare students to enroll in and persist through higher education

STUDENT SUCCESS:60% prof./adv. in math and 55% prof./adv. In reading on NAEP in gr. 4 and 8 by 2015% not proficient on DCAS ELA and math cut in half by 2017% enrolling in college up to 70% by 2013-14 % persisting through one year of college up to 85% by 2013-14DRAFT for Discussion OnlyWork and Priorities2013 Human Capital EcosystemThe Plan: How will the educator effectiveness ecosystem look in 2017?Mission: Ensure that there is a great teacher and leader in every classroom and school throughout Delaware. | 84/9/2015TLEULEAs2017 TLEU Role:Set clear policies and regulations that outline the groundwork for LEA actions (STANDARDS)Develop LEA/Partner capacity through assistance, exemplars & networks (SUPPORTS)Develop strong data systems that outline progress, communicate publically about HC progress, and monitor HC work. (PRESSURES)2017 LEA Role:Design and implement development opportunities geared towards educators needs and local contextCollaborate with TLEU/partners for design and implementation supportContinually monitor outcomes and coordinate to improve practices2017 Partners Role:Build capacity within LEAs and schools to sustain long-termProvide technical assistance and highlight exemplars of practiceFund innovation and scaling up of promising initiativesResearch innovative practices within Delaware and nationally and determine potential for replicationLEAsLEAs2017 Human Capital EcosystemTLEULEAsLEAsLEAsPartnersPartnersWork and PrioritiesThe changes we are seeking will not happen without purposeful planning and capacity-building internally and externally.Change Management| 94/9/2015Change Management Activities for TLEU and DOE Staff:Emphasis on stakeholder engagementOngoing training and job-embedded coaching for directors and staffIdentify the key touch-points and existing structure to repurpose for LEA support activitiesDetermine appropriate delivery chains and necessary stakeholders for each goal/activityBuild network of human capital practitioners across the state; serve as hub for best practices

Change Management Activities for LEAs:Ongoing PD as part of each componentExample: Pre-service component will offer PD for HR directors on successful recruitment strategiesTLEU calendar of events, touch points, and TA strategiesConnections with national and local expertsShowcasing of exemplar districtsRegular surveys and focus groups to determine needs

Having a meaningful evaluation system was a necessary first step, telling us what great looks like; onto this we are layering systems that train and recruit great educators based on our evaluation system, followed by compensation structure and career paths.Moving forward: Building upon existing systems and innovations10Understanding Performance and Providing Supports

Recruiting and Training People Based on Our Understanding of Performance Compensating People and Providing Career Pathways20102011201220132014201520162017Educator evaluation w/ student growth for all educatorsStudent growth measures as built by Delaware educatorsStatewide PLCs established and data frameworks createdPrincipal Coaching through Vision Network , Dev. CoachesLaunched www.joindelawareschools.orgSB 51, Regs. 1591-1595 PassedDLP, TFA, DTM, DTI in-progressAccomplished by 2013Priorities through 2017Delaware Talent CooperativeTeacher-Leader role piloted in LEAs

Ongoing innovation and customization of evaluationProfessional learning networks via outside partnersSustaining statewide PLC structure in perpetuityLEA capacity expanded in talent mgnt/developmentState-wide recruitment portal and marketing campaignEducator preparation support & accountability Innovation in Ed. prep through embedded trainingStrengthening relationship with national talent partners

Teacher base pay increases for new educatorsTeacher-Leader career pathways defined and developedEducator compensation linked to placement, school contributions, subject areaEducator working conditions most desirable in Delaware

DRAFT for Discussion OnlyWork and PrioritiesThe aggressive and broad agenda and priorities in the short term for the TLEU are driven by the opportunity provided by the final year of RTTT, recent legislative/regulatory accomplishments, and momentum built over the past two yearsImmediate TLEU Priorities in FY14 & FY15 11Implement current policies Implement SB51 and overall educator training reform via regulations, competitive grants, program monitoring, new data systems, and new partnershipsEducator Evaluation in 2013-2014:Implement DPAS-II policy & implementation changes statewideInstitutionalize student growth componentExpand opportunities for innovation (Alt. Systems/Assessments)Launch new statewide recruitment, selection, mentoring/induction effortsSet strategy for upcoming high priorities Design new compensation system (via legislative process)Determine sustainability strategies for RTTT initiatives (reallocations, no-cost extensions, new state funding) Continue to pivot towards the new Human Capital Ecosystem (e.g. high quality partners, high capacity districts, etc.)Build out TLEU 2.0Build FY15 TLEU budget around key priorities. Convert temporary TLEU positions to permanent TLEU units.Embed HC Analytics into the quarterly and annual routines of the TLEU

DRAFT for Discussion OnlyWork and PrioritiesAdditional Funding Will Maintain Whats Working and Help Us Attract and Retain World Class Talent 126.667.8610.46Base TLEU Funding (Non-RTTT)Dont Lose Whats Working FundingMaintain and Modest Growth FundingIdeal World Class Talent FundingMaintain alternative routes like TFA at RTTT levelsMaintain recruitment efforts at RTTT levelsOngoing support for development coaches and data coachesGrow alternative routes like TFA, DLP, and RelayAdd new teacher academy to support inductionAdd some funding for innovation in career paths and evaluationFully fund initiativesAdd new alternate routes like TNTP and urban teaching fellowsMake serious investments in innovation Human Capital Funding Scenarios$mThe following can help TLEU decide which activities in the human capital continuum are appropriate for the state, and which are better left to districts or external partners. State Decision-Making Criteria| 134/9/2015Filter 1:Is the activity required by regulation or policy?YES: Proceed to Filter 1ANO: Proceed to Filter 2Filter 2: Will the activity contribute to increased student achievement?Will the activity advance the HC continuum?YES to one or both questions: Proceed to Filter 3NO to both questions: State does not do activityOutcome 1:State undertakes activityOutcome 2:State funds intermediary to undertake activityOutcome 3:State seeds LEAs to undertake activityOutcome 4:LEAs undertake activity on their ownFilter 3: Will Delawares existing capacity be best spent on this activity?YES: Proceed to Outcome 1NO: Choose among Outcomes 2, 3, or 4Additional Questions:What staff will lead or support the effort?How will it be planned, executed, measured?What are the desired outcomes?Additional Questions:Does state still have a quality control role?Where will funds come from?How to select the intermediary or the LEA?What are the desired outcomes?Additional Questions:What guidance or support can state give?Does state still have quality control role?What are the desired outcomes?Filter 1A:Is the regulation or policy worth changing?NO: Proceed to Outcome 1YES: Proceed to Filter 2; treat policy/reg. change as activityDDOE will put a heavy emphasis on the pipelines and processes to attract and develop talent.HC 2017 Activities: Talent Cultivation Pre-Service | 144/9/2015Activities in the Human Capital 2017 PlanSTANDARDS: Set entry/exit criteria for all prep programsCreate standards to evaluate programsCodify alternative pathways for principal and A.P. preparationMore residency timeAlign prep with CCSS/evalsTeach science of reading instruction

SUPPORT:Work with CAEP/NCATE to implement higher standardsProvide innovation grantsOngoing TA for programs

PRESSURES:Publish data on teacher/leader program effectivenessRedesign prep program accountability based on effectiveness

METRICS: Every educator passes a rigorous exit exam/assessment prior to Day 1 of serviceIncreased % of first-, second-, and third-year educators who drive student achievement at above-average ratesIncreased % of top graduates who choose to teach in DEIncreased % of educator prep programs that meet 9 of 10 State Scorecard criteria (as defined by DDOE)Increased % of first-year educators who qualify for advanced status early (as defined by DDOE)

POLICY/REGULATORY CHANGES: Existing:State review of programs based on NCATEAllow alt. programsDOE review of alt and traditional programs

New Legislation/Regulation Needed:HC Report?(L/R) - Change standards to CAEP (serve as floor)Budget item for preparation program expansionDefinitions:

Standards: TLEU actions that lead to programmatic requirements, policy change, or regulations

Support: TLEU actions that build capacity or provide technical assistance to LEAS, programs, and partners to meet higher expectations

Pressures: TLEU actions that involve public dissemination of data to focus on outcomes and drive changeGovernor Markell legislative agenda14DDOE will put a heavy emphasis on the pipelines and processes to attract and develop talent.HC 2017 Activities: Talent Cultivation Recruitment/Selection | 154/9/2015Activities in the Human Capital 2017 PlanSUPPORT:Continue to use and expand state recruitment portalDevelop portfolio for recruitment team with customized TA for districts on teacher and leader preparation. Examples:Develop recruitment strategies with LEAs and provide TADevelop selection models for LEA usage/modificationStudy roadblocks that exist and propose solutions

PRESSURES:Analyze recruitment data and publish resultsTie participation in state portal or use of state TA contingent upon improvements in recruitment data and/or LEA practiceMETRICS: Increased # of applications for high-need school exceeds those for similar schoolsIncreased % of top-quartile graduates who are applying to high-need schoolsIncreased # of statewide teacher applications annuallyIncreased # of school leader applications annuallyIncreased % of educator hires prior to May 1

POLICY/REGULATORY CHANGES:

New Legislation/Regulation Needed:Budget item for recruitment portal and strategies

Definitions:

Standards: TLEU actions that lead to programmatic requirements, policy change, or regulations

Support: TLEU actions that build capacity or provide technical assistance to LEAS, programs, and partners to meet higher expectations

Pressures: TLEU actions that involve public dissemination of data to focus on outcomes and drive changeRodel note: Should we consider strategic staffing in low-performing schools?15DDOE will put a heavy emphasis on the pipelines and processes to attract and develop talent.HC 2017 Activities: Talent Cultivation Licensure/Certification| 164/9/2015Activities in the Human Capital 2017 PlanSTANDARDS: Determine regulations most in need of change for teacher and leader preparation (e.g., extent of content knowledge required for each subject)Establish application feeRaise requirements for initial licensureEliminate K-12 sped certificate; differentiate between elem/sec. sped certificates; require subject-matter testsRemove 90-day provision for core content teachers

SUPPORT:Improve customer service practices in terms of efficiency

PRESSURES:Monitor and document LEAs with unlicensed educators and emergency licensuresMETRICS: Reduction in volume of applications from non-committed applicantsIncrease in LEA customer satisfaction (measure to be developed)Increase in individual customer satisfaction measure (measure to be developed)

POLICY/REGULATORY CHANGES:

New Legislation/Regulation Needed:Coordinate items in standards column(L/R) Report program effectivenessBudget item for preparation program expansion

Definitions:

Standards: TLEU actions that lead to programmatic requirements, policy change, or regulations

Support: TLEU actions that build capacity or provide technical assistance to LEAS, programs, and partners to meet higher expectations

Pressures: TLEU actions that involve public dissemination of data to focus on outcomes and drive changeGovernor Markell legislative agendaRodel note: Should we consider addressing the 40% of teachers trained outside of DE setting a higher bar for reciprocity/licensure?16DDOE will put a heavy emphasis on the pipelines and processes to attract and develop talent.HC 2017 Activities: Talent Cultivation Induction/Mentoring| 174/9/2015Activities in the Human Capital 2017 PlanSUPPORT:Fund innovation grants for plansCreate New Teacher Academy and Mentor AcademyUse technology to connect teachers and mentors statewideWith partners, develop companion program for principal mentoring

PRESSURES:Require LEAs to create job-embedded induction planIncentivize robust plans by providing supplemental fundingLeverage statewide Title IIA and state Mentoring funding for accountability purposesMETRICS: Increased satisfaction with induction and mentoring experience (measure to be developed)Increased retention of first-, second-, and third-year teachers in DEIncreased % of new teachers rated exceeds on Measure A of Component V compared with non-novice teachers

POLICY/REGULATORY CHANGES:

Existing:New Teacher Mentoring Program requirements and fundsDistrict created/state-approved mentoring programs

New Legislation/Regulation Needed:(R) Program flexibility on requirements and process(R) NTA/MA do better?(R) Require evaluator

Definitions:

Standards: TLEU actions that lead to programmatic requirements, policy change, or regulations

Support: TLEU actions that build capacity or provide technical assistance to LEAS, programs, and partners to meet higher expectations

Pressures: TLEU actions that involve public dissemination of data to focus on outcomes and drive changeGovernor Markell legislative agendaRodel note: Would we consider additional support for new teachers? (embedded TFA type support/PD? Reduced workload?)17Once quality educators are hired, DDOE will focus on measuring performance and enabling all educators to thrive.HC 2017 Activities: Talent Development and Management Distribution| 184/9/2015Activities in the Human Capital 2017 PlanSUPPORT:Establish state fund for grants (TIF, i3) to spur innovation Also see activities in compensation/career pathways

PRESSURES:Publish data annually on distribution of quality educators in high-needs schools; enable school-level reportingTie distribution of quality educators to district rating in statewide accountability planMake receipt of Title I funding contingent upon distribution results (b/c Title I funding is for low-income students)Track student assignment to determine whether same student gets ineffective teachers each yearMETRICS: Increased % of applicants for high-needs schoolsIncreased achievement in targeted areas in high-needs schoolsIncreased % of teachers with ~10 years of experience teaching in high-needs schoolsIncreased % of graduates from high-quality prep programs in high-needs schools

POLICY/REGULATORY CHANGES:

New Legislation/Regulation Needed:(L/R) fold in data into HC report(L/R) Budget for innovation fundDefinitions:

Standards: TLEU actions that lead to programmatic requirements, policy change, or regulations

Support: TLEU actions that build capacity or provide technical assistance to LEAS, programs, and partners to meet higher expectations

Pressures: TLEU actions that involve public dissemination of data to focus on outcomes and drive changeRodel note: Any consideration for low-performing schools (re-interview/minimum qualification requirements)? 18Once quality educators are hired, DDOE will focus on measuring performance and enabling all educators to thrive.HC 2017 Activities: Talent Development and Management Evaluation and Coaching| 194/9/2015Activities in the Human Capital 2017 PlanSTANDARDS:Biannually review and refine evaluation regulations (106A, 107A, 108A) for updates and changes based on the field

SUPPORT:Intensify coaching and support of evaluators/leadersRevamp communications to make TLEU one-stop shop for news, information, TA, updatesReview existing stakeholder engagement and determine best feedback loopsDevelop plan to tighten and link technological infrastructure (roster verification, Bloomboard, etc.)Create and refine assessments for all subjectsWork with Vision Network to develop better implementation in LEAs

PRESSURES:Report district differences between Component V data and observation ratingsContinue auditing/monitoring evaluation resultsReport evaluator certification resultsMake Title II funding approval contingent upon LEA evaluation outcomes (see metrics)METRICS: Credible distribution: Is Delaware's educator performance distribution credible? (Y/N metric to be developed)Increased % of educators who list DPAS-II as a top-three driver of educator development and student improvement Increased % of educators who receive recommendations or commendationsIncreased % of school districts rated on-track on DDOE DPAS-II monitoring

POLICY/REGULATORY CHANGES:

Definitions:

Standards: TLEU actions that lead to programmatic requirements, policy change, or regulations

Support: TLEU actions that build capacity or provide technical assistance to LEAS, programs, and partners to meet higher expectations

Pressures: TLEU actions that involve public dissemination of data to focus on outcomes and drive changeGovernor Markell legislative agenda19Once quality educators are hired, DDOE will focus on measuring performance and enabling educators to thrive and grow.HC 2017 Activities: Talent Development and Management Compensation/Career Pathways| 204/9/2015Activities in the Human Capital 2017 PlanSTANDARDS: Develop and roll out revamped salary schedule based on subject, school, leadership role, NBCT (state code)

SUPPORT:Develop model career pathways to differentiated roles. Examples:Specific teacher-leader roles for highest performersHybrid teacher-administrator rolesProvide innovation funding for districts to use career pathways

PRESSURES:Incentivize use of new salary schedule with supplemental fundingReport average salaries of districts using new schedule vs. non-usersMETRICS: Increased teacher retention (overall, high-needs schools, first five years, of exceeds teachers, teachers of color)Increased job satisfaction (overall, high-needs schools, first five years, of exceeds teachers, teachers of color)Increased % of LEAs that have created bona fide Teacher-Leadership opportunities w/ strong criteria/standardsIncreased % of school leaders who serve in their positions, effectively, for three years or more (or 5 yearsPOLICY/REGULATORY CHANGES: Existing:Teacher, leader, central office staff, etc. state salary schedule + local supplement

New Legislation/Regulation Needed:(L) teacher salary schedule(L) model career paths (TIF, i3 approach)(L/R) Budget for innovation?

Definitions:

Standards: TLEU actions that lead to programmatic requirements, policy change, or regulations

Support: TLEU actions that build capacity or provide technical assistance to LEAS, programs, and partners to meet higher expectations

Pressures: TLEU actions that involve public dissemination of data to focus on outcomes and drive changeGovernor Markell legislative agenda20| 21State Interviewee: State was winner of Round 3 Race to the Top competition Interviews wand research states helped to gather information on strategic priorities and implications for policy, programs, staffing, and budgeting.Learning and Best Practices from Other StatesHuman Capital Strategy State InterviewsState Interviewee: State was winner of Round 1 or 2 Race to the Top competitionElizabeth ShawFormer Director, Office of Human Capital

LA DOEPete ShulmanChief Talent Officer

NJ DOEJill HawleyAssociate Commissioner of Achievement and Strategy

CO DOESara HeyburnAssociate Commissioner, Teachers and Leaders

Sylvia FlowersExecutive Director, Educator Talent

TN DOEMary Ann SniderChief of Educator Excellence and Instructional Effectiveness

Lisa FoehrDirector, Educator Quality and Certification

RI DOEState ProfilesTeacher Evaluation: All states had a very clear philosophy underpinning their educator evaluation and similar to Delaware, most states consider it to be the foundation and the first thing that must be in place before other work.

Data, Data, Data: Each state was articulate around how they collect, analyze, and publish data and its role in driving reform efforts. The work with SDP is providing Delaware with core capabilities but they need to become more robust and embedded into the TLES and the Departments day-to-day activities.

Innovation: States are extremely clear on how they seek to drive innovation and through what levers (e.g. LA utilizing TIF for human capital and NJ using Bloomboard to crowdsource development opportunities). A strategy for innovation within TLEU and across the Department must be articulated and supporting structures put in place.

Development: All states took on the role of being brokers of development opportunities and were very strategic in how they filtered down opportunities to LEAs. Based on Delawares size, it may be able to take a more active role in development (e.g. statewide onboarding and mentoring).

Inaction: Just as states could say what they did, they were also clear about what they did not do. TLEU needs to further articulate what is does not do and the roles of partners and SEAs.Findings from Five Other States and Insights for DelawareThrough conversations with four leading states, there were numerous lessons learned that are pertinent to Delawares Human Capital strategy moving forward.| 22Key FindingsState Profiles23Colorado Department of Education interview responsesColorado Human Capital StrategyKey TakeawaysPolicy Scan critical to conduct a policy inventory mapped to vision/goals to find hindrances and hidden opportunitiesShared Vision through a cross-cutting group, able to cross traditional silos, develop relationships, and outline shared vision for educator effectivenessClear Goals develop a set of clear aspirational goals to guide work and communication effortsMetrics for Success state should set clear metrics and hold itself accountable for achieving those results

State Interview ResponsesFocus AreaKey FindingsTalent CultivationState plays little role in talent recruitment has a website with little fundsState provides tools to help districts with selectionHeavy role in licensure/certification (spurred by TNTP research)Focus shifting from inputs to outputs based system for prep programsRequired to publish data on educator prep program effectivenessTalent DevelopmentSB 191 spurred state action, with heavier hand due to capacity of rural districtsCreated unit focused solely on teacher evaluation (legislation mandate)Provides training, resources, rubrics, growth measures, and ensures inter-rater reliabilityLittle work in PD with requirements aligned to evaluations serve as a brokerTrying to create performance management system through BloomboardTalent AdvancementSalary schedule is locally determined (state encourages tying to evaluations)Current legislation considering tying increases in salary to licensureSmall grants to districts to help with equityColorado Facts1

843,316 Students

48,543 Teachers

259 Districts/Charters

1,835 Schools

$8.35B Budget

43.9% State Revenue

49.2% Local Revenue

1Source: http://nces.ed.gov/programs/stateprofiles/State Profiles| 24Louisiana Department of Education interview responsesLouisiana Human Capital StrategyKey TakeawaysDecision Tree it is key to ask questions up front (i.e. what is required through legislative and regulatory code, who is best positioned to implement the work, economies of scale, etc.) in order to help guide thinking moving forwardInnovation deep dive work with interested districts in order to provide proof points that can scale throughout the state Data Analysis importance of data to cross-cut departments to provide insight into work and subsequent actionsOpt-in vs. Opt-out determine criteria for specific work streams and the relationship between LEAs and the state

Louisiana Facts1

696,558 Students

48,655 Teachers

132 Districts/Charters

1,509 Schools

$8.10B Budget

46.2% State Revenue

38.2% Local Revenue

State Interview ResponsesFocus AreaKey FindingsTalent CultivationUtilized three FTEs at state to screen candidates for LEAs with limited capacityPartnered with four LEAs to implement model staffing initiativeTrained interested principals on how to interview and select candidates utilizing and opt-in system (see below) Make available all necessary data around educator preparation programs and hold accountable for resultsMoved regulatory compliance FTEs out in order to focus on strategic prioritiesTalent DevelopmentUtilize Chief Information Officer to bring big data to the entire organization and alleviate dysfunctionDelegate development to local education agenciesFocus on creating capacity through school-leadership teams to sustain workTalent AdvancementWorks closely with high-need districts around best human capital practices to mitigate flows into wealthier districts (MSI, principal interviews, etc.)Utilize innovation and competitive grants (TIF, etc.) to drive reforms1Source: http://nces.ed.gov/programs/stateprofiles/State Profiles 25New Jersey Human Capital StrategyKey TakeawaysData Analysis and Publication Through collection, analysis, and dissemination of data, the state can provide relevant stakeholders information capable of making more informed decisions (professional development, teacher preparation, etc.)Clarity Around Buckets clarity on the continuum ensures concise work streams and clear goals and objectives that can drive the work on a day-to-day basis within the DepartmentMarket Analysis consideration must be given to not only Delaware, but the surrounding state competing markets as well

State Interview ResponsesFocus AreaKey FindingsTalent CultivationFocus on raising the floor for entry into educator preparation programsHesitant to provide funds in order to promote equitable distributionUtilize data dashboard to analyze and present information on educator preparation programs in order to drive demandTalent DevelopmentEvaluations are the centerpiece that other reforms are build uponEvaluations first supported by strong policy, clarity on evaluation process, data to make qualitative/quantitative correlations, and compliance monitoringApproaching professional development from a crowd-sourcing perspective (through Bloomboard) to determine whats working and what isntProvide in-depth support primarily to priority/focus schoolsTalent AdvancementLimited focus on compensation currently negotiated locally with reform laterSurvey principals to understand knowledge/skills around addressing LIFOConduct legislative/regulatory analysis in order to determine changes around career ladders and mentor teacher rolesNew Jersey Facts1

1,402,548 Students

110,202 Teachers

700 Districts/Charters

2,634 Schools

$25.34B Budget

41.7% State Revenue

54.2% Local Revenue

1Source: http://nces.ed.gov/programs/stateprofiles/State ProfilesNew Jersey Department of Education interview responses 26Tennessee Department of Education interview responsesTennessee Human Capital StrategyKey TakeawaysEvaluation as Lever critical thought must be given as to whether or not to pursue evaluations as fulcrum for other reforms or how it can help supplement other work underway at the state levelPublic/Private Partnerships utilize expertise, funds, and flexibility of private partners in order to highlight best practicesCommon Core need to be explicit where Common Core resides and its relation to work in human capitalIntermediaries state must be thoughtful on how to engage vendors and provide clear data on effectiveness to usersState Interview ResponsesFocus AreaKey FindingsTalent CultivationTailor/provide extra support to rural districts due to limited capacityContract with vendor to operate statewide recruitment portalMake available tools and resources to help with recruitment and interviewsTalent DevelopmentEvaluation is state model with limited pockets of innovationUtilize evaluation to spur changes in all subsequent areas within human capital Regional centers support instructional practices in schools (esp. rural)Regional centers conduct norming and feedback sessions on evaluationPublish evaluation data to enable principals to see and act upon discrepanciesPartner with New Leaders to analyze principal selection and evaluationProfessional development at local level, except for PASL at stateConsidering a professional development report cardTalent AdvancementDoesnt prescribe teacher leader roles through certification/licensure; instead, sees change as organic and coming from external supports (TIF)Utilize performance in determining teacher/leader of the year selectionsTennessee Facts1

987,422 Students

66,558Teachers

140 Districts/Charters

1,803 Schools

$8.28B Budget

46.0% State Revenue

42.7% Local Revenue

1Source: http://nces.ed.gov/programs/stateprofiles/State Profiles