Capturing Our Learning Hiring & Selection Capturing Our Learning

Overview Purpose: To hire and select the best applicants – internal and external – to meet student and school needs Key Elements of Hiring & Selection Developing a Hiring Timeline Requiring Notification for Resignations and Retirements Aligning Hiring with Instructional and Strategic Initiatives Hiring Early to Ensure the Best Quality in Shortage Fields Matching Best Applicants to Vacancies Developing Principals' Skills in Hiring and Selection Best Practices Monitoring and Supporting Staffing at High-Needs Schools Monitoring and Supporting for Diversity in All Schools On-Boarding New Hires See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information Urban Schools Human Capital Academy

Key Research Early hiring ensures the highest quality candidates are selected Levin & Quinn, 2003 Certification pathway – traditional or alternative – is not a predictor of teacher effectiveness Variation in effectiveness within pathways is greater than variation between pathways Boyd, et al., 2006 Individual programs show meaningful differences in effectivenessGoldhaber and Liddle, 2011 Teaching experience is the only single characteristic consistently found to be related to teacher effectiveness On job performance is a more powerful tool for improving teacher selection than data available at the recruitment stage Rockoff, et al., 2008 Diversity matters when building a pool of teachers Black and low-performing elementary students appear to benefit most from being taught by a teacher of the same race Egalite, Kisida, Winters, 2015 Urban Schools Human Capital Academy

Metrics Get the Best Effective Hiring & Selection functions consistently get the best teachers that meet school needs, as measured by effectiveness levels of the teachers recruited and principals’ satisfaction with those recruited Key metrics to understand performance in this function include: Percentage of new teachers - by Provider - with effective or higher ratings at the end of Years 1, 2, and 3 (VI.B) Applicants per vacancy by subject and Provider (I.C) Number and percentage of vacancies filled by May 1, July 1, August 1, and after opening of school (II.A) Number and percentage of diverse candidates meeting the screening criteria by Provider (I.D) Percentage of Principals satisfied with quality of staffing services received and quality of applicant pool to match candidates to vacancies (II.E) Urban Schools Human Capital Academy

Key Content Hiring & Selection

Recruitment & Selection Lifecycle: 3 Key Phases Selecting the Best Keeping Them Warm Building & Expanding the Pool

Get the Best Consistently: “Secret Sauce” POWER METRICS Selecting the Best Keeping Them Warm Building & Expanding the Pool Enough applicants? “Right” applicants? GET THE BEST: Teachers Top choice? Danielle How do you get from this idea of getting the best to achieving the benchmark for the power metrics? Colorful middle section is what we believe to be the “secret” sauce. Our secret sauce has three ingredients. Individually, the Power Metrics in this section help you answer how you’re doing on each component of the secret sauce: building and expanding the pool, keeping them warm, and selecting the best. Looking across the Power Metrics, you can get a clearer sense if you’re getting the best teachers consistently. Early selections? Effective teachers?

Phase 2: Keeping Them Warm What is HR’s role? Cultivate top candidates Early contracts What is the principal’s role? Unexpected vacancies Candidates they have made offers to Betsy

Phase 2: Keeping Them Warm How do you measure success? % of acceptance and declination rates of candidate offers % of early contracts who accepted the contract and came to the district What are the key actions? Regular communication Dedicated HR resource(s) Betsy

Phase 3: Selecting the Best What is HR’s role? Offer early contracts in critical shortage areas Facilitate early principal hiring through HR policies Provide principals with short-list of “best-fit” candidates Provide principals access to ALL candidates Analyze data to evaluate effectiveness of pathways Do not screen out on criteria that has not been shown to be correlated with student achievement (e.g. certification) Betsy

Phase 3: Selecting the Best What is the principal’s role? Make ultimate hiring decisions Implement best practices in site based selection How do you measure success? % of vacancies filled by month (PM) Effectiveness ratings of 1st, 2nd and 3rd year teachers hired (PM) Betsy

Phase 3: Selecting the Best What are the key actions? Push up hiring timelines Align HR policies with goals of early hiring Provide dedicated resources to principals (HR Partners) Provide available data on teacher candidates Support principals in building school-based selection processes Share data regularly with principals and principal supervisors Betsy

Selecting the Best: Organizing Principles Principal is THE hiring manager and the key customer Timing is key driver of success Differentiated support to high-need schools is critical Betsy

Selecting the Best Traditional Practice Best Practice HR screens candidates “out of pool” Selection system not mapped to key competencies/skills for teachers There is a one-size fits all approach to supporting principals Candidates do not provide work samples that demonstrate competencies/skills HR creates wide pool Principals have autonomy Principals regularly ask for feedback on selection & quality of applicant pool Selection system assesses for key teacher competencies and skills Support to principals to develop tailored selection tools for school Work samples are key component of selection system Betsy Note: Best Practice based upon perspectives of ghSMART and Hire Better Teachers Now: Using the Science of Selection to Find the Best Teachers for Your School.

What We Know Must have a shared definition of an effective teacher Sample Teacher Scorecard Template (adapted from ghSMART) Outcomes Rating 1. Produces at least a year's worth of academic growth for a school-year's period of time for each student 2. Earn effective or highly effective ratings on classroom observations and annual performance evaluation 3. Earn student satisfaction rate of at least 90% on student and/or parent surveys 4. Contributes positively to the overall school environment Betsy

Tools and Activities

Tools USHCA Sample Scorecard – Teacher Position Provides a sample template scorecard for the role of a teacher based on the book Who by Geoff Smart and Randy Street. This template can be customized for each particular vacancy by subject, grade-level, school needs, etc. USHCA Early Contract Letter Provides draft language districts can use to offer early contracts to individuals in shortage areas USHCA Selection Perspectives Outlines key philosophies and perspectives for teacher selection along with guiding questions Research Quiz Gives selection research facts in a quiz format Urban Schools Human Capital Academy

Keeping Them Warm Activity: Perplexing Questions How do we make sure that WE are the district these “right” candidates end up coming to? What are the intentional strategies to make sure we woo them, keep them on the line (if we hire early we keep them coming and if we hire later we keep them wanting us) and then win them in the end? Darlene

Selecting the Best Activity: Perplexing Questions How do you create a selection system that helps you get the best new teacher for every school? What are the roles of HR and principals in the selection system, including with early hires? Darlene

Research Quiz Activity: Answers STATEMENT TRUE or FALSE Candidates who have gone through a formal teacher training/ certification program are more effective teachers. Perseverance and passion for long-term goals are associated with higher rates of new teacher retention but not higher rates of effectiveness. Masters and PhD degrees correlate to improved student achievement results. A teacher’s initial performance in his/her first year is a strong predictor of future performance. Screening applicants on residency within a school district’s borders results in lower student achievement. FALSE FALSE FALSE Danielle TRUE TRUE