1. Performance Management
Capturing Our Learning

2. Overview
Purpose: To differentiate and improve the quality among the workforce, individually and collectively
Key Elements of Performance Management
Using Multiple Measures in Teacher Evaluation System
Tracking New Teacher Performance and Granting Tenure
Providing Teachers Regular and Valuable Feedback on Performance
Negotiating Labor Contracts that Address Low Performers
Providing Principals Guidance on Low Performers
Incorporating Attendance into Overall Performance
See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information
Urban Schools Human Capital Academy

3. Key Research
“Nearly all teachers—99 percent in many districts—earn the ‘satisfactory’ rating.” p.1. TNTP, 2010
Even in districts where evaluations include more than two possible ratings, most teachers earn top marks.” TNTP, 2010
Principals can often identify their best and worst performers but have difficultly distinguishing those in the middle Jacob & Lefgren, 2005
“Multiple measures of performance produce more consistent ratings than student achievement measures alone.” p.5 MET Project, 2013
Teachers should be observed multiple times and by multiple raters MET Project, 2013
Urban Schools Human Capital Academy

4. Metrics
Key metrics to understand performance in this function include:
Distribution of teachers by performance rating and school need type (IV.C)
Percentage of effective and highly effective teachers retained by high/low-needs schools and by subject area (VIII.C)
Number and percentage of tenured teachers who either improve to effective ratings or are exited (VI.E)
Percentage of probationary teachers non-renewed for low performance prior to being granted tenure (VI.B)
Percentage of teachers excessively absent that are improved or exited (VI.F)
Urban Schools Human Capital Academy

5. Key Content
Performance Management

6. What is Performance Management?
And how does it differ from Evaluation?
The holistic system, with specific actions, that systemically moves the caliber of a group of people year over year
Performance Management
A component part of performance management that
Serves as an assessment of an individual’s work,
Measured against a standard of performance,
Based on a specific period of time
Teacher Evaluation
Strategic or Not

7. Supporting Principals in Performance Management
Summary Content

8. Principals’ Actions as Performance Managers
Understand individual needs and trends in the workforce
Understand Current Performance
Recruit & Hire Strategically
Retain & Leverage Top Performers
Grow Teacher Practice
Exit Lowest Performers
Take action to exit persistently low performers
Anticipate vacancies, hire to balance team strengths
Provide strategic support to develop all teachers
Retain your best, leverage to develop others

9. HR’s Strategic Role in Performance Management
Guiding Principles:
Start by talking to your principals and their supervisors. What important HC decisions will they make this year? What role would they like HR to play?
Data, Data, Data… HR can provide key data to support and inform principals’ key performance management work.
Serve as a thought partner, advisor, and in some cases, the doer.

10. Sample Data to Support Principals
How can this data support performance management conversations? K T T 1
VACANCY T 2 3
Gina Austen T T 4
VACANCY
T Submitted Transfer Request
Johnson Bradley T
Retirement Eligible 5 T
Teacher Leader Role 
Least Effective
Limited Effectiveness
Effective
Highly Effective
Novice Teacher
(0-2 years experience)
Source: Adapted from Education Resource Strategies (ERS)

11. Top 10 Strategies for HR to Support Principals in Performance Mgt.
Understand Current Teacher Performance
Synthesize and share school-level trends in teacher performance
Use all data available to codify performance and priorities
Recruit & Hire Strategically
Meet with each principal to forecast and plan for potential vacancies
Offer early contracts to highly-rated student teachers
Retain & Leverage Top Performers
Provide one-pager with top strategies to engage and retain top performers
Provide options for high-performing teachers to model instruction for novice teachers

12. Top 10 Strategies for HR to Support Principals in Performance Mgt.
Grow Teacher Practice
Support embedded PD aligned to individual/school-wide needs
Review regional and school trends in teacher evaluation with principal supervisors
Exit Lowest Performers
Help principals to plan strategies for exiting low performing teachers
Provide templates for every part of the district’s due process and handle paperwork for principals  

13. Teacher Evaluation
Summary Content

14. All teachers are rated “Good” or “Great” < 1% “Unsatisfactory”
2009: The Widget Effect
All teachers are rated “Good” or “Great”
59%
of teachers report their district is not doing enough to identify, recognize, compensate, promote and retain the most effective teachers as measured by their impact on student learning
< 1% “Unsatisfactory”
99% “Good” or “Great”
The “Widget Effect”
Almost 3 in 4 teachers did not receive any specific feedback on improving their performance in their last evaluation
SOURCE: TNTP

15. State Reforms
In 2009
Today
35 of 50 states did not require teacher evaluations to include any measure of student learning
>30 states require that teacher evaluations include objective evidence of student learning 21 states have dismissal policies for ineffective teachers 10 states articulate dismissal for ineffective teachers in the state’s teacher evaluation and dismissal policies

16. Teacher Evaluation Implementation
SY 08-09
SY 09-10
SY 10-11
SY 11-12
SY 12-13
SY 13-14
Atlanta
Pilot
Full
Baltimore City
Charlotte-Mecklenburg
Cleveland
Denver
Hillsborough County
Houston
Los Angeles
Pittsburgh
Prince George’s County
Seattle
Tulsa
Shelby County
This school year Hillsborough County is introducing a new performance based, career-ladder compensation system for teachers.*
Binary Rating Systems
Pilots of New Teacher Evaluation
Full Implementation

17. LAUSD: Exits of Low-Performing Teachers Increased
This is exits – including dismissals, resignations, etc.
Notes: Teacher Evaluation Pilot began operating in SY subset of schools. Not all teachers are evaluated annually ; however, the average number of teachers evaluated annually has been increasing since SY10-11.

18. % of Teacher Non-Renewals in Spring 2012 and 2013
DPS: Higher Non-Renewal Rates in based on teacher performance data
% of Teacher Non-Renewals in Spring 2012 and 2013
Note: Year 3 is when principals make decisions on whether or not to grant teachers non-probationary status.

19. 15% PPS teachers strongly agreed that 70% PPS teachers agreed that
Pittsburgh: Teachers Agree that Evaluation Supports & Encourages Growth
2008
15% PPS teachers strongly agreed that
“Teacher evaluation in my building is rigorous and reveals what is true about teachers’ practice.”
70% PPS teachers agreed that
“The RISE (component of) evaluation system supports and encourages my professional growth.”
99% Satisfactory
1% Unsatisfactory
15% Distinguished
70% Proficient
5% Needs Improvement
9% Failing

20. USHCA Teacher Evaluation Pyramid
Leverage Top Performers
Grow Teacher Practice
Improve or Exit Low Performers
Implement an Accurate, Fair System
Use Data to Drive Decisions

21. Challenges in Teacher Evaluation
Levels
Challenges
Leverage Top Performers
Staffing and distribution
Retention and recognition
Linking to career ladder
Differentiated compensation
Grow Teacher Practice
Data driven PD
Quality feedback from evaluators/students
Improve or Exit Low Performers
Support for principals
Support to low performers to improve
Procedural and legal
Implement Accurate and Fair System
Monitoring implementation
Training and communication
Data systems, validity and accuracy
Observer capacity and inter-rater reliability
Measures for untested grades and subjects
Designing ratings and cut scores
Multiple measures including multiple observers, student achievement data, and student surveys

22. How can we Move to Solutions?
FIRST: Identify the root causes of why teacher evaluation may not be yielding the results we want, particularly in the top three levels of the pyramid
THEN: Tailor our approach to the nature of challenges we face
Technical or Adaptive?
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

23. The Nature of Our Evaluation Challenges
To make further improvements, we need to:
Dig deeper and diagnose the ‘real’ underlying challenges holding us back
Recognize that root causes are often complex challenges that require new thinking and approaches
Acknowledge the tendency to address challenges that require changes to belief, trust, culture, etc. with technical fixes
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

24. Tools and Activities

25. Tools – Performance Management
Strategic or Not Quiz – Performance Management Edition
This is a short quiz that provides the starting point to discuss which HR activities related to performance management and compensation are strategic and can impact teacher quality. Districts can use this to open up a conversation about the difference between compliance- and strategic-driven work.
Top 10 Strategies for HR to Support Principals in Performance Management
This tool lists ten top ways that HR can support principals in strategically managing performance at the school level. Districts can use this tool when considering new performance management services that will add value to principals.
Challenge Scenario on Performance Management
This challenge scenario is a brief narrative story about how a chief of HR struggles in a situation relating to his HR partner, retention issues, and performance management. An HR Team can read and discuss this scenario to identify shared problems and solutions.
Adobe Case Study
This case highlights one private sector company’s work in rethinking its performance evaluation. Teams can use this case to spark a discussion about how evaluation is working in their organization.

26. Tools – Evaluation
Teacher Evaluation Systems: Major Challenges and Potential Solutions
Explores key questions in the area of teacher evaluation, as well as lists major challenges faced and potential solutions, where possible
Using Your Evaluation Data to Drive Decision-Making
Identifies school- and district-level decisions that can be made using evaluation data
Root Cause Analysis
Assists in identifying the root cause(s) of adverse outcomes related to human capital challenges
Sample Scorecard – Teacher
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.

27. Activity 1: Strategic or Not?
Performance Management Edition

28. Activity 1: Strategic or Not Answer Key
Responsibility #
Strategic or Not? 1
Not 2
Strategic 3 4 5 6 7 8 9
Depends - debate 10
Guiding Questions:
What are your criteria for deciding what work is strategic or not?
How much of the work described is your team doing today?

29. Activity 2: Adobe Case Study
“It’s time to think radically differently, simplify our process and improve our impact. My view is that we need to transform from a once-a-year review to an ongoing process of feedback.”
Quote from Donna Morris, Senior Vice President of People Resources, Adobe

30. In Small Groups, Discuss These Questions
Why did Adobe make the shift away from annual performance review and ratings to the “Check-In” system?
What is similar and different about your districts teacher evaluation system from the “Check-In” system at Adobe?
*Be prepared to discuss in the large group.

31. Lessons Learned from Adobe
Not just about the process, but most importantly about the outcomes
HR’s role is to support managers and employees to get the most out of the system
Get feedback from employees and managers on process – use this to inform continuous improvement.
Need to be clear about roles:
Expectations – manager driven
Feedback – shared accountability
Growth – employee driven and manager supported

32. Activity 3: District Reflection
On a scale of 1 to 10…
How would teachers rate your current evaluation system?
How would principals rate your current evaluation system?
How would you rate HR’s value in supporting teacher evaluation system?
What would it take to increase HR’s value in this work?

33. Activity 3: Planning for Improvement
For this school year:
What is 1 thing you want to STOP, START or CONTINUE as it relates to your evaluation system?

34. Activity 4: Challenge Scenario
Use Challenge Scenario on Performance Management
What advice would you provide to Leon as he works with Elaine?
What are the best practices Leon’s team could institute next year to support Anita’s work in performance management of her school?
What advice would you give to the HR team about the data they are collecting?

35. Activity 5: Team Planning for Evaluation
DISCUSSION – 60 Minutes
In what area(s) of the Teacher Evaluation Pyramid do we want to make improvements?
What data – quantitative and qualitative– currently exists in this area that we can review?
What root cause(s) do we need to address to improve the effectiveness of our teacher evaluation system in this level of the hierarchy? Why?
What can we learn from other districts that can be brought to bear on this challenge?
Who needs to be involved in this discussion?
How will we measure our success?
3 Things We Can Do to Improve 1. 2. 3.
May Not be Reproduced Without Express Permission from USHCA, Inc.