Human Capital Management Systems: It’s All About Alignment Shay Starling, Marsha Hill, Ronda Bourn North East Florida Educational Consortium (NEFEC)

Introduction to NEFEC Consortium Districts Mission Services Funding Commitment to Growth

Teacher Incentive Fund (TIF) Grant U.S. Department of Education competitive grant Goal - Improve student outcomes by increasing educator effectiveness Requirements - Educator evaluation system; alternative compensation system; professional learning; teacher career ladder; human capital management system (HCMS) Rural preference

Sustainable Educator Evaluation and Compensation: SEEC Eight of our districts

SEEC Mission: All educators understanding evaluation systems as a mechanism for improving practice to increase student growth as evidenced by data Goes beyond legislative mandates by closing the loop between educator evaluation and Human Capital Management with the strategic use of NEFEC support, TSCs, professional learning, communication, and cross-district networking and collaboration.

Board of Directors Leadership Development Program: BODLDP Year 1 Began with a Summit: Competencies Alignment Focus Areas Action Plans

Before conducting an HCMS assessment, districts must identify the teacher performance competencies needed to implement their strategies for improving student achievement. These competencies will serve as the measure for how aligned a district’s HR system is. Having these competencies in mind will help you make your alignment assessments in the exercise. Briefly describe below four to six major teacher performance competencies that teachers in your district need to have to carry out the district’s strategy for improving student achievement or realizing its vision of good instruction. If your district has not formally identified such competencies, outline four to six competencies you think the district should use. District Competency 1 Competency 2 Competencies

Vertical Alignment: Practice Area Rating Target Areas Recruitment How well does your district recruit educators who have the competencies into the applicant pool? 0.00 Selection How well does your district assess whether or not candidates have the competencies? 0.00 Induction How well does your district help new hires understand the performance expectations and develop the competencies? 0.00 Professional Development How well does your district help educators develop the competencies?0.00 Performance Management How well does your district assess whether or not educators are demonstrating the competencies? 0.00 Horizontal Alignment Rating 1Potential candidates are given information about how their performance will be evaluated during the hiring process. 2Incentives (financial and other) offered to educators are sufficient to attract a large enough number of applicants so that hiring can be selective. Alignment

Focus Areas

Activity Part 1 Developing: begun discussing and developing this element, ensured stakeholder awareness, and received stakeholder feedback Implementing: begun implementing, is monitoring some of the elements, is maintaining communication with stakeholders Refining: adjusts the elements as needed based on monitoring data and communicates adjustments Sustaining: System is deliberately organized and implemented with fidelity. Data supports results.

Board of Directors Leadership Development Program: BODLDP Year 1 Process Summit: Competencies, Alignment, Focus Areas, Action Plans Site Visits: Identify areas of Support & Innovation for NEFEC Mid-Year Retreat – Presentations of Progress & Networking Completed Projects with Feedback

Year 1 Focus Area - Recruitment District Marketing/Branding Earlier Hiring Web Presence Community Incentives Grow Our Own College/University Outreach & Interns NEFEC Career Fair Electronic Application Teacher Cadet Academies HR Network

Year 1 Focus Area - Selection District Interview Questions Performance Tasks Placement NEFEC Question Pool Screening Processes Competency Alignment and Integration Leadership Pools Shared Teachers

Year 1 Focus Area - Induction District Devote More Time Not Just About Systems Culture NEFEC Expert Support Exemplars Alternative Certification Program Regional Teacher Induction Plans

Year 1 Focus Area – Professional Learning District Data Driven Decisions Individualized Job Embedded Expectation Support PLCs NEFEC Teacher Support Colleagues NEFEC PLuS NEFEC Connect Online Platform for Tracking Points & Learning Plans Lesson Study

Year 1 Focus Area - Mentoring District > 1 Year Formalized Plan Expectations Accountability Data NEFEC Clinical Educator Teacher Support Colleagues Coaching Positions

Year 1 Focus Area - Compensation District Performance Based Compensation Differentiate NEFEC Expert Support in Developing Compensation Systems PBC Structures and Options Career Ladder Positions

Year 1 Focus Area – Performance Management District Inter Rater Reliability/Agreement Data Retention Cross Functional Teams NEFEC IRR/IRA HCMS Data Sources Through Regional MIS Aspiring Leaders Program Principal Leadership Academy TSCs HR Network

Activity Part 2 Current Services and Possible Areas for Enhancement

A Key Finding Connection to Motivation & Performance Educator Performance Human Capital Management Educator Motivation Communication

Motivation is an individual-level measure of HCMS effectiveness and a leading indicator of educator performance. Motivation has three primary implications. Connection to Motivation & Performance

1.HCMS and Educator Motivation are equally critical to improving educator performance and, ultimately student growth. 2.HCMS and Educator Motivation are highly interrelated and contingent upon one another. 3.Sustainable improvements in educator performance and student growth require that information about HCMS and Educator Motivation be used reciprocally to guide decision making. Connection to Motivation & Performance

Use of Motivation Assessment Survey (MAS) – psychometrically validated, evidence-based tool for diagnosing and improving employee motivation. Pre and Post 2014 – 2015 school year Connection to Motivation & Performance

What Have We Learned From The MAS? Educators feel they have adequate job knowledge, sufficient training, and effective work strategies to do their jobs. These perceptions improved over the course of the year.

What Have We Learned From The MAS? Beliefs about the accuracy and comprehensiveness of teacher evaluations, perception about the fairness of rewards, and satisfaction with performance outcomes improved over the course of the year. Teachers reported increased understanding of their district’s observation tool and its connection to their practice.

What Have We Learned From The MAS? The amount of engagement of the school-based support colleague was directly related to the amount of pre-post growth in motivation of teachers in: o Understanding priorities and performance expectations; o Satisfaction with the amount and frequency of feedback they receive; o Perceptions about the fairness of evaluations and rewards; and o Beliefs that they will receive the rewards promised.

What Have We Learned From The MAS? Districts have improved at setting transparent performance expectations, clarifying priorities, and providing clear and timely feedback on teacher performance.

Activity Part 3 Potential Barriers for Your Districts

Barriers Shortage of Quality Candidates Rural Competition with Urban Districts Lack of Data for Making HCMS Decisions State Driven Requirements Communication to Teachers Systematic Tracking of Evaluation Data

So What About NEFEC? NEFEC Organizational Management System

NEFEC Organizational Management System Internal Implications Culture Interviews Professional Learning Salary Structure Evaluation System

Where Are We Going? Year 2 BODLDP Expanded to SYSTEM Approach HCMS for Non-Instructional/Risk Management Sharing of Best Practices Formal Systems for Tracking and Analyzing Turnover, Retention, etc. Capturing Cross-District PL Implementation Data Goal Setting for Teachers Formal Evaluation of Mentor Effectiveness

Resources www2.nefec.org/aesa

Shay Starling Marsha Hill Ronda Bourn