STRATEGIC MANAGEMENT OF HUMAN CAPITAL IN New York City Overview: Margaret E. Goertz, SMHC/CPRE/UPenn Panel: Chris Cerf and Amy McIntosh, NYCDOE Aminda Gentile and Michael Mendel, UFT November 18, 2008

Context 1,450 schools 79,000 teachers 1,040,000 students –32% African-American –39% Hispanic –14% White –14% Asian/Pacific Islander –14% English language learners

Context Operating budget of $17.6 billion –Doubled between 2002 and 2008 –40% state-funded Mayoral control (2002) –Mayor appoints Chancellor Joel Klein appointed Chancellor in July 2002 –Chancellor chairs Panel for Education Policy –32 locally-elected community school boards abolished Broad Prize for Urban Education (2007)

Education Reform Strategy Children First Centrally-established curriculum, assessments and accountability Devolution of hiring, staff development and budget authority to the schools System of support for schools

Teacher Recruitment Alternative pathways (30% of new hires) –NYC Teaching Fellows Program (8,500 teachers in system) –TFA (900 teachers in system) –Targeted to high need schools, high need subject areas Increased entry level salaries by 43% NYC Partnership for Teacher Excellence Other financial incentives

Teacher Recruitment Impact of recruitment policies –Eliminated “emergency certified” teachers –Increased teacher qualifications –Narrowed gap in teacher qualifications between high- and low-poverty schools –Some effect of increased teacher qualifications in poorest schools on student performance in mathematics, particularly elementary grades

Teacher Selection and Placement Principals make teacher hiring decisions Contract eliminated seniority-based bumping and involuntary placement of teachers (2005) Open Market Transfer hiring system (OMTS) and hiring tools for new teachers and schools facilitate matching of teachers and schools Earlier hiring dates

Principal Recruitment and Selection Leadership Academy –Aspiring Principals Program (around 200 principals) –First Year Support program –New Schools Intensive program New Leaders for New Schools (91 principals) Increased salaries by 33% since 2000 Principals must be selected from central pool of candidates pre-screened by District

Transactional Improvements to HR Processes Strategic plan to make HR “service-oriented, customer- centric, and principal focused” Computerized and centralized transactional work Reorganized the HR Department –Office of Teacher Recruitment and Quality –HR Connect (“one-stop” call center for employee-related HR questions) –Field service staff focused on strategic support of principals –Organizational Services Office Created Talent Office for teacher and school leader human capital management

Teacher Induction and Mentoring Responsibility and funding for new teacher mentoring shifted to schools in 2007 –School-based New Teacher Induction Committees District support through Lead Instructional Mentors in SSOs, Office of New Teacher Induction, on-line tracking system, quality rubrics Preference for New Teacher Center’s Professional Teaching Standards and Continuum of Teacher Growth and Development

Teacher Professional Development Funding ($240 million) and structure of PD devolved to schools in 2007 Schools must contract with one of 11 School Support Organizations Schools may provide their own and/or purchase additional PD to meet individual school needs Teacher Data initiative: value-added data for instructional improvement –All math and ELA teachers grades 4-8

Principal Mentoring and PD Principal mentoring provided through NYC Leadership Academy programs –Includes one-on-one coaching NLNS provides additional support for their principals Ongoing principal/AP development from SSOs, Leadership Academy, CSA

Performance Management: Teachers Teacher evaluation process and annual rating sheet are determined by contract School-wide performance bonuses in 205 eligible high need schools Tenure Notification System and on-line “tenure toolkit” for principals Support for principals to remove very low- performing tenured teachers

Performance Management: Principals Principal performance reviews State/NCLB accountability system Separate District accountability system –School Progress Reports 60% student progress, 25% student performance, 15% school environment –School Quality Reviews Performance bonuses aligned to District accountability system

Compensation Single salary schedule for teachers, principals Significant increases in teacher and principal salaries School bonus program for teachers in eligible high need schools with improved achievement Lead Teachers program in eligible high need schools Bonus program for principals in schools with improved achievement Executive Principal Program

Facilitating Factors Strong and stable leadership Human capital design decisions related to goal of raising student achievement Engagement in strategic planning and phased roll-out of reforms Extensive investment in technology Productive collaborations with unions

Challenges Identifying predictive characteristics of effective teachers to inform teacher selection Identifying valid qualitative and quantitative measures of teacher performance for teacher development and performance management Identifying components of a valid and effective accountability system Renewal of mayoral control in 2009 Fiscal conditions