new haven boe talent_management_update

8/8/2019 New Haven BOE Talent_management_update

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New Haven, A City of Great Schools

TALENT MANAGEMENTUPDATE

Board of Education Meeting January 10, 2011

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Overall Strategy for School Change

Each school will be organized and supportedon its own unique path to success

(Tiering of schools, School Turnaround andSIG, School Climate Survey, SchoolGovernance Committees, Central OfficeEffectiveness and Feedback Survey)

Portfolio of Schools Talent Community & Parents

Adults in the system will be managed asprofessionals to encourage collaboration,empowerment, and responsibility foroutcomes and this will enable us to attract,develop, and retain the highest caliber staff

(Teacher, Principal and Central OfficeEvaluation and Development Systems; NewPipelines of Leadership Development)

The work of the school system will be asaligned as possible with the other adults whowork on behalf of students, including parentsand community organizations

(Increasing Parent Involvement, Boost!Collaboration with the United Way)

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What are our Goals?

Close the gap between the performance of New Haven

students and the rest of the State

Cut the drop-out rate in half

Ensure that every graduating student has the academic

ability and the financial resources to attend and succeed in

college

Strategies: How will We Achieve Our Goals and Vision?

Ensuring meaningful focus on broad measures of students learning (21st Century Skills and Portfolio Assessment, NHPS Data Days,Strengthening Quarterly Assessments)

What is the Vision for Transforming Our System?

Students learning through meaningful and coherent experiences in individual classrooms, among different classrooms, and in the rest of

their lives

Schools as the centers for learning, where teams of adults take collective and empowered responsibility for students, working separately

and together to move students from where ever they start to the highest performance levels, collaborating without fault The district and schools acting to support development, innovation, and adaptation, both by schools and by individuals

Why School Change?

Through the work of many educators and staff, NHPS has made good

increments of progress in improving student learning

However, too many students are not adequately prepared for more

education or their life when they leave us too many lag their peersaround the state, too many drop out, and even among those that go to

college, too many dont finish


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Talent Management

Talent Development CorePrinciples

Prioritizing coaching,development, and active feedback

Incorporating student learningmeasures, particularly growth, as afactor in individual responsibility

SEVAL

PEVAL

TEVAL

CEVAL

For subsequentdiscussion

For discussion today

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Summary Rating

Profess-ional

Values

Instruct-ional

Practice

StudentLearningGrowth

TEVAL Components

Professional Interactions: Observation and Situational Feedback

GoalSetting

Conference

Mid-yearConference

End of YearConference

July

Sept

Nov1

Mar1

TEVAL Process

Identification of NI and EX teacherstriggers Validation Process

Summary of Current Status andIssues for On-Going Focus

Goal setting conferences completed,including both goals for student learning

and teacher development focus Continued challenge to identify

meaningful measures for studentlearning, including in non-testedareas and grades, especially highschool (i.e. Common CoreAssessments)

Need to strengthen process toassess and strengthen teacher goal-

setting,

25 of 45 schools identified potentiallyneeds improvement and exemplaryteachers at the start of the year, andare currently engaged in validationprocess

First round of validation process

completed need to assess calibrationof 3rd party validators to instructionalpractice continuum

Need to develop a data system to trackand manage the compliance of allschool level requirements of TEVAL,and to link with tenure and licensingwork

Multiple components of teachingincluded in evaluation and coaching

All components evaluated from NeedsImprovement (i.e. 1) to Exemplary (i.e.

5), and synthesized to a summative

rating

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Goal Setting- Teacher & IM agree on:

Student Learning Growth Goals (2)

Examples:

The number of students scoring basic and below on the 2011 gr 7Reading CMT will decrease by a minimum of 20%

70% of students will increase their DRP by 4 points or more from Fall toSpring

70% of students will increase their inquiry scores by 2 points from thequarter 1 to quarter 4 on the Phy-Chem district assessment

Professional Development Focus linked to Instructional Practice and/or Professional Values

Frameworks

Development Plan including activities and resources

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Key Provisions

Validation Process

Goal of validationprocess

To validate evaluator (i.e. Principal and AP) judgments of teachers for whom theremay be consequential evaluations this academic year

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Timing Potential needs improvement teachers receive 3 observations (2 announced and 1unannounced). Potential exemplary teachers receive 2 observations (1 announced

and 1 unannounced) Round 1 is under way. 82 validation observations completed (56 NI & 26 EX). Round 2 and 3 will happen later in the year, with the final validation visit

unannounced

Validation Visits 3rd party validator and instructional manager observe the same lesson andindependently assess the instructional practice.

3rd party validator provides written feedback for the teacher within 48 hours 3rd party validator completes validation review form using the Instructional Practice

Continuum to rate the teacher on the instructional practice components within 72hours

Validation review forms are shared with instructional managers to become part ofthe mid-year and end-of-year conferences


7/14New Haven, A City of Great Schools

Total District

40 Potential Exemplary 62 Potential Needs

Improvement

K-8

20 Potential EX 41 Potential NI

HS

20 Potential EX 21 Potential NI

2.3% of allteachers

4.0% of teachersin reportingschools

Total DistrictExemplary

3.5% of allteachers


Total DistrictNeeds

Improvement

1.7% of allteachers


K-8Exemplary

3.4% of allteachers


K-8 NeedsImprovement

3.7% of allteachers


HSExemplary

3.9% of allteachers


HS NeedsImprovement

TEVAL Teachers Identified as Potential Exemplary orNeeds Improvement

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Next Steps For TEVAL process

Mid-YearConferences

January Directors Meetings Professional Development for administrators on giving feedback andconferencing

Validation

Observations

Training for 3rd party validators calibration to Instructional Practice Performance Continuum Last validation will be unannounced to teacher Process for discrepancies between validator and instructional manager ratings

End of YearConferences

Treatment of Student Learning Growth data CMT, state tests Summary Ratings for all teachers (Note that some teachers may receive Needs Improvement and Exemplary

ratings at the end of the year, and therefore start next year in the Validation process)

Planning forYear 2

Development of data systems to track and manage school level compliance with teacher evaluation anddevelopment process

Continued professional development and coaching for instructional managers on effectively implementing allaspects of the TEVAL process at the school level

Building capacity for evaluation, ensuring appropriate levels of managerial support in each school

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Summary Rating

Profess-ional

Values

Leader-ship

Practice

Student

Learning& SchoolPerform-

ance

PEVAL Components

Professional Interactions: Observation and Situational Feedback

GoalSetting

Conference

Mid-yearConference

End of YearConference

July

Sep

t

Nov

1

Mar1

PEVAL Process

Summary of Current Status andIssues for On-Going Focus

Leadership competencies are afoundation for coaching, evaluation, and

development activities

Goal setting linked to SchoolImprovement Plans; expectation thatgoals will include CMT and CAPT, aswell as other performance measures

On-going efforts to align PEVAL withother processes (i.e. SIP goal setting),

to minimize extra burden on Principalsand APs

Roll-out of PEVAL in process now, withgoal setting and assessment ofcompetencies

Director capacity an on-going issue,with both assistant superintendentsplaying a double role

Student Learning and School

Performance: Goal setting includesCMT or CAPT, and school performanceon climate survey

Leadership practices instead ofInstructional Practices

Professional values are the same forteachers and school administrators

PEVAL RUNS PARALLEL TO TEVAL

In first year, goal setting and mid-year conference combined No validation process for principals and APs, so first official rating comes

at the end of the year

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NHPS-Leadership Development Categories and

Trajectory

Future Leadersare:

-Exemplary classroomteachers who could beteam leaders or coaches

-New grade/team leaders

-New coaches and coaches

in need of development

EmergingLeaders are:

Well-respected,experienced,exemplary coachesand teacher leaders

who are ready forAP positions orleadershipresidencies

High-

potentialLeadersare:

Assistantprincipals andother leaders

who are readyto be

considered forprincipalpositions

Newly-appointed

Principalsare:

Principals whohave assumednew leadershipresponsibilities

SittingPrincipals

Current

principalsAssistantPrincipalsare:

CurrentAssistantPrincipals

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NHPS-School Leadership Competencies

Vision & Culture Leadership

Set clear direction for the schoolcommunity

Identify and address strategic

opportunities and challenges

Plan for and manage change

Create standards of excellence Build and maintain a focus on students and

student learning

Engage families and other stakeholders and

maintain stakeholder commitment

Instructional Leadership People Leadership Prioritize instruction and student learning

Support good curriculum, assessment, and

pedagogy (including infusing technology

across the curriculum)

Use data to inform instructional decisions

Lead teams and delegate responsibility

Develop instructional and leadership Talent

Effectively manage staff (i.e. TEVAL process)

Organizational Management

Build effective organizational structures

Build effective organizational systems

Maximize available resources, including finances and time

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Appendix

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K-8

School # PotentialNeeds

ImprovementTeachers

# PotentialExemplaryTeachers

Barnard 1 0

Beecher 1 0

Betsy Ross 0 0

Bishop Woods 0 0

Brennan/Rogers 7 0

Celentano 4 1

Clemente 4 0

Clinton Avenue 3 3

Columbus FamilyAcademy

0 0

Conte West Hills 0 0

Daniels 0 5

Davis 1 5

Domus 0 0

East Rock 0 0

Edgewood 0 4

ESUMS 0 0

School # PotentialNeeds

ImprovementTeachers

# PotentialExemplaryTeachers

Fair Haven 1 0

Hill Central 0 0

Hooker 0 0

Jepson 1 2

King-Robinson 3 0

Lincoln-Bassett 0 0

Martinez 0 0

Mauro-Sheridan 0 0

Microsociety 4 0

Nathan Hale 0 0

Ross-Woodward

0 0

Strong 6 0

Troup 3 0

Truman 0 0

Wexler-Grant 2 0

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High School

School # Potential NeedsImprovement Teachers

# Potential ExemplaryTeachers

Cooperative Arts &Humanities

2 0

Cross 7 7

Hill Regional Career 3 5

Hillhouse 0 0

HSC 0 0Hyde 0 3

Metropolitan BusinessAcademy

3 0

New Haven Academy 0 0

Sound 1 5

Adult Education & AlternativePrograms

5 0

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