1 A Renewed Focus on Educator Quality: Human Capital Management Systems Presented by: Tammy Kreuz, Ph.D. Executive Director Texas Center for Educator Effectiveness, Region 18 ESC Tony Davis, Ph.D. Consulting Director McREL s Center for Educator Effectiveness
2 Who is? Texas Center for Educator Effectiveness Our mission is to equip educators to improve student achievement through the alignment of district resources, campus leadership training, and strategies to increase educator effectiveness is housed at Region 18 ESC and provides leadership and technical assistance to school districts across the state to improve educator quality; also provides support in building teacher and leader capacity
3 Our Experience - 3 federal Teacher Incentive Fund (TIF) grants from the USDE totaling over $115 million - Areas of focus include: - Educator Evaluations - Performance-Based Compensation Systems - Professional Development - Student Growth Measures Assisted TTIPS & DATE grantees in implementation assists districts in writing EEIP (and other) grant proposals
4 State & National Perspective Focus on Incentive Pay/Performance-Based Compensation 2006/2007 Texas (GEEG, TEEG, DATE) 2006/2007 Nationally (Teacher Incentive Fund) Focus on Teacher and Principal Evaluation Measures 2010 Nationally (Teacher Incentive Fund and SIG) 2012 Texas (Teacher Evaluation Pilot) and Texas Teaching Commission 2013 Texas (new teacher and principal evaluation system that includes student growth measures) Focus on Building Human Capital Management Systems 2012 Nationally (TIF)
5 What s Happening in Texas? (Fall 2013) NCLB Waiver (Fall 2014) TEA Pilot Program Begins 70 Districts (Fall 2015) Statewide Implementation new evaluation system (Spring 2014) TEA develops new evaluation system (T-TESS) (Spring 2015) TEA planning for state-wide rollout Legislature in session TEA will develop new teacher & principal evaluation systems that encourage more frequent, timely, formative feedback and that incorporate multiple indicators of success, including measures of student learning. Under current law, districts are allowed to choose their evaluation systems, including observation rubric. Legislation is needed in order to mandate statewide implementation of certain requirements.
6 Making a difference in the quality of education and learning for all through excellence in applied research, product development, and service. McREL is a non-profit, non-partisan, organization based in Denver, Colorado with additional offices in West Virginia, Tennessee, Hawaii, and Melbourne, Australia. McREL s researchers, evaluators, and veteran educators turn knowledge about what works in teaching and leading into practical and effective guidance, products, and services.
7 McREL s work with TEA McREL assisting TEA with development of new Principal Evaluation System. To be piloted in 70 districts across the state in the school year. Scheduled for statewide implementation in the school year.
8 2012 Texas TIF Project $40.7 million grant awarded to Region 18 ESC, Sept Districts and 33 Campuses participating Anderson-Shiro CISD Lytle ISD Coldspring-Oakhurst CISD Pharr-San Juan-Alamo ISD Lancaster ISD Richardson ISD This project impacts over 1,700 teachers and more than 20,000 students. 5-year Grant Year 1 ( ): Extensive Planning Year Years 2-5 ( ): Implementation Years
9 2012 Texas TIF Project Design Partner districts designed their own Human Capital Management System with support from & TASB (Texas Association of School Boards) by choosing from a menu of options Stakeholders provided feedback to aid in selecting a HCMS to best meet the needs of their district Campus Stakeholders: Review the menu of option items Provide feedback to the district stakeholder group on HCMS components Ensure that feedback reflects viewpoints of the faculty District Stakeholders: Examine feedback from the campus stakeholders Make final selections from the menu of options to select an HCMS that best meets the needs of the district Create a locally owned model and promote it to the district and community
10 How were the components of the HCMS be selected?
11 What is HCMS & Why Create One? What is HCMS? The people side of education reform Process of aligning district academic goals with campus organization & practices Shifts the focus from curriculum & assessment to educator recruitment, retention and compensation Why Create an HCMS? To improve classroom instruction & student achievement To improve leadership in campus & district administrators To align programs & initiatives across the district To create a system where educators are involved in determining the content for individualized learning To address current structures & practices that are not yielding results in improving effectiveness among educators Source: CPRE: Strategic Management of Human Capital (2009)
12 Why is HCMS Important? Education is fundamentally a human capital enterprise (Goldhaber & Hannaway, 2012). Schools must provide students with the human capital to be successful in the workforce Teacher quality is the most important schooling factor affecting student achievement Schools need to attract and retain the most able teachers to positively impact students One effective teacher vs. one very effective teacher can make a difference of more than a year s growth for a student Source: Goldhaber & Hannaway Creating a New Teaching Profession (2012).
13 HCMS in Practice Teacher and Principal Evaluation HR Strategies Professional Development Increased Student Achievement
14 HCMS Teacher & Principal Evaluation High quality evaluation rubrics Teacher & Principal Evaluation Multiple observations for teachers by certified administrator and peer evaluators Multiple observations for principals by certified district officials Unannounced and announced observations for teachers and principals Overall evaluation system based in significant part on student growth measures
15 How is Student Growth Measured? (in the 2012 TIF Project) Classroom Value-Added School-Wide Value-Added Student Learning Objectives
16 What is Value-Added? The statistical method that helps educators measure the impact schools make on students' academic progress from year to year - Value-added scores can be calculated for teacher and school impact on a student's growth - Some models control for factors that are outside of a teacher's ability to change, i.e. socioeconomic status
17 Why Measure Growth? Consider the example of Johnny and Suzy: Suzy is scoring below the state performance standard Johnny is scoring above the state performance standard
18 What is a Student Learning Objective? (SLO) What is a SLO? Detailed, measurable goals for student academic growth to be achieved in a specific time period (typically an academic year) Developed collaboratively by educators Based on student learning needs identified by reviewing data reflecting students baseline skills Provide educators with opportunities to demonstrate students growth by setting rigorous, attainable goals aligned to standards and daily instruction Why use SLOs? Not all subjects/content areas are statetested (STAAR), which is required to conduct a value-added analysis SLOs provide an adaptable way for all teachers to measure student growth at the classroom level SLOs reinforce best teaching practices Outcomes are used as one of multiple measures to determine a teacher s effectiveness rating and performancebased compensation amount (through the 2012 TIF project)
19 2012 Texas TIF Project: SLO Process Identify Student Needs Create a SLO Review & Approve the SLO Monitor Progress Review & Score the SLO
20 Sample SLOs from TIF Districts We asked teachers to identify areas that needed improvement; here s what a few said Example: STAAR data shows that students are performing below average in drawing conclusions, making inferences and analyzing between theme and genre, drama, poetry and fiction only 23% mastered this TEKS. -4 th Grade Reading Teacher Example: Based on the 2013 STAAR Math Assessment, only 39% of students demonstrated mastery of generating and comparing rational numbers. -6 th Grade Mathematics Teacher
21 Customized Data Management System
22 HCMS: Professional Development PD linked to evaluation data Professional Development School-based, job-embedded opportunities to transform practice (Professional Learning Communities PLCs) One-on-one mentoring to enhance reflection of teaching practices
23 The System for Effective Educator Development Improving school districts know that a quality classroom experience for each child depends on the existence of a well designed, coordinated, and implemented system at the district level (McLaughlin & Talbert, 2003).
24 What is SEED? SEED is a district-wide professional learning system Provides structure for delivering quality professional development that aligns with a district's chosen evaluation system, chosen curriculum and programs and initiatives. Uses data to drive PD content Enhances educator support through tiered system Provides job-embedded opportunities to transform practice Opportunities for educators to improve effectiveness based on individual need Supports teachers/principals with individualized needs identified through evaluation process
25 SEED Collaborative Learning Collaborative learning allows for people to learn together A Collaborative Learning Community (CLC) is composed of collaborative members who work interdependently to achieve common professional development goals Teacher Campus Principal CLCs exist at the teacher, campus, principal and district levels District
26 SEED Collaborative Learning Protocols Members of a CLC capitalize on the resources and skills of each member Organized protocols are used to guide the work of data analysis, sharing strategies, generating ideas, progress monitoring, peer review, evaluating outcomes, and problem solving
27 SEED Collaborative Learning Communities Occur on the campus and district levels Promote the collective responsibility of all educators on campus and at central office Align teacher, campus, and district goals in the form of a CLC map Occur during the regular work day Guided by the use of data and active inquiry
28 SEED Campus Leadership Structure Collaborative Learning Leader (CLL) Guide campus, job-embedded professional development utilizing teacher & student data Collaborative Learning Facilitator (CLF) Facilitate & prepare materials for weekly job-embedded Collaborative Learning Community (CLC) Monitor & support CLFs Collaborate with CLL to support teacher & student goals Observe & evaluate teacher performance during classroom instruction Participate as a member of Campus CLC Provide coaching to classroom teachers on best instructional practices Other duties as assigned by campus leadership
29 HCMS Human Resource Strategies HR Strategies Implementation of performance-based compensation system for teachers and principals using multiple measures including evaluation scores and student growth measures Districts will examine current HR system and reform practices to align HR strategies with district human capital needs
30 Performance-Based Compensation Teacher Effectiveness Index Teacher effectiveness index (unique to 2012 TIF Project) o Will inform professional development and HR decisions o Focused on teacher s progress with district s chosen evaluation system and their individual classroom growth
31 Performance-Based Compensation Performance Pay (2012 TIF Project) Performance Pay o Educators receive payout only if they are deemed effective on the effectiveness index o Eligible for up to $2,000 pool based on classroom evaluation, classroom academic growth and school-wide academic growth
33 And the Survey Says We polled participants in the 2012 Texas TIF Project, and this is what they said Results taken from annual survey, school year
34 Survey data from participating schools in the 2012 TIF Project shows the implementation of a human capital management system is making a positive impact on campus collaboration, collegiality and classroom instruction. 90% of participants rated the SLO process this year as effective. 85% of participants rated their Campus CLC meetings as effective-highly effective. Participants revealed the felt the most growth this year in improving/refining teaching methods. 76% of participants said there is more collaboration and collegiality in their school since TIF Project implementation.
35 How are you using your evaluation results to improve your practice? - to refine strategies and teaching skills - to improve communication pathways - to better understand my learning needs - to analyze data that will guide my instruction
36 District Spotlight: Anderson-Shiro CISD
37 Anderson-Shiro CISD Preliminary Results from STAAR show a significant increase in progress measure. A-S CISD Grade/Tested Subject % Met or Exceeded Progress Measure (2013) % Met or Exceeded Progress Measure (2014) 5 th STAAR Math 28% 82% 5 th STAAR Reading 50% 86% 8 th STAAR Math 53% 80% 8 th STAAR Reading 51% 65%
38 Anderson-Shiro Elementary - Work in Progress
39 Support from Initial and supplemental trainings to district on HCMS, SEED, SLOs Ongoing on-site support and technical assistance Online support containing learning modules and materials Strategies, protocols and tools to support CLCs New: customized, web-based data management system to organize and calculate SLO and performance-based compensation information
40 McREL provides schools, districts, and systems across the U.S. with: Research and program evaluation Professional development for teachers Professional development for leaders Audits, reviews, analysis, and alignment services for curriculum, instruction, assessment, standards School/system improvement Strategic planning and solutions Resources and publications
41 Questions? 4301 Westbank Drive Building B, Suite 200 Austin, Texas Check our web site, Facebook or Twitter for additional information.