1. Principals as Human Capital Manager
Capturing Our Learning

2. Overview
Purpose: To support principals in expanding their capacity to manage teacher talent more effectively for student results
Key Elements of Principals as Human Capital Managers
Developing Principals as Human Capital Managers
Providing Data to Principals' Human Capital Management
Working with Principal Supervisors to Support School-Level HC Management
Targeting Support to Principals of High-Needs Schools
See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information
Urban Schools Human Capital Academy

3. Key Research
“School administration” is the single greatest factor in teacher retention
40% of teacher who left cited dissatisfaction with school leadership Boyd, et al., 2009
80% of Principal’s current HR work is dealing with administration or the lowest performers Milanowski & Kimball, 2010
Urban Schools Human Capital Academy

4. Metrics
Key metrics to understand performance in this function include:
Percentage of Principals satisfied with HC management learning opportunities and overall satisfaction with HR services (IX.A)
Percentage of Principals satisfied with data support for HC management (IX.B)
Urban Schools Human Capital Academy

5. Key Content
Principals as HC Managers

6. Our perspective
IF we want all principals to be great human capital managers, we should first define what it means for principals
AND we as a district should understand how to build an environment for them to succeed in their role
THEN we will be more effective in recruiting, selecting, hiring, retaining, performance managing, and developing principals as great human capital managers
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

7. The Face of Human Capital Management
“The Principal is not only responsible for many day-in, day-out interactions with staff that influence their decisions to stay or leave and their choices about how they will direct their efforts, but s/he is responsible for translating district management actions that become what teachers experience as human capital management. Thus, the principal is a key link in district strategic talent management efforts.”
– Odden, Milanowski & Kimball, 2010
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

8. Strategic HC isn’t an add-on, it’s an enabler
“Instructional leadership is only a part of a principal’s responsibilities for the strategic management of teacher talent.” – Kimball, 2011
SOURCE: Kimball, 2011, p.14
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

9. How do we enable or constrain our principals?
“…the school principal (and other school leaders) must make explicit the competencies and expectations for teaching effectiveness and must center them on both instructional leadership actions and the human capital functions of recruitment, selection, induction, mentoring, professional development, performance management, and compensation and recognition. All of these functions are, in many cases, enabled or constrained by district policies and collective bargaining agreements. But the effective principal works in or around the policies to build the best staff for the school.” - Kimball, 2011

10. Expectations and reality
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

11. What creates an environment for principals to be great human capital managers?

12. Part of an overall human capital strategy
Expectations
Environment
Execution
SOURCE: Odden, 2008
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

13. Strategies to support principals as HC managers
EXAMPLE: Identify that setting a deadline for teachers to state their intent to retire with incentives can support early notification and thus more effective and timely hiring
Strategies
Communicate clear expectations about the importance of human capital management
Develop a best practices HC model for principals
Select and train principals for HC competencies
Evaluate and reward principals for effectiveness as HC managers
Review district policies and practices at the high leverage points for school HC management
Find ways to free up principals’ time and energy for effective HC management
Ensure that HR is an effective partner
EXAMPLE: Position key HR/HC roles such as Recruitment, HR Partners and Performance Management to provide timely support and data to principals
SOURCE: Kimball & Milanowski, 2010.
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

14. Principals are Enabled to be Great HC Managers
How can we create an environment for principals to be great HC managers?
Principals are Enabled to be Great HC Managers
Decisions
Supports
Policy
Tools
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

15. Condition 1: Coherence Around Key School Level HC Decisions
Principals are Enabled to be Great HC Managers
Decisions
Supports
Policy
Tools
Key HC Decisions Made at the School Level:
Anticipate turnover and proactively communicate staffing needs
Execute a rigorous selection process that meets school needs
Assign teachers strategically & equitably
Assign mentors and induct new teachers
Budget, schedule & design job embedded PD
Recommend PD to teachers based on need
Recognize and reward high performers
Evaluate staff and rate effectiveness
Renew / non-renew probationary teachers
Make strategic decisions on who to retain
Exit / dismiss low performing staff
Do we expect principals to own decisions, or do we expect them to inform decisions?
Where do our expectations diverge from reality?
Are we effective at supporting these decisions at the school level?
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

16. Condition 2: Aligned supports
Principals are Enabled to be Great HC Managers
Decisions
Supports
Policy
Tools
Roles Supporting Principals with HC:
Principal Manager, ILD
HR Partner
Recruitment team
Performance Management team
PD / C&I
HR Lead
Others?
How do these roles help principals be great HC Managers?
How do the roles coordinate and align efforts to ensure coherent support to principals?
Where do they conflict with one another?
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

17. Condition 3: Policies that help, not hinder
Policy Areas:
Federal, State and Local
Labor contracts
“Past practice”
District policies
Mutual consent
In-building and subject seniority
Early hiring
Transfer windows
Incentives
Others?
Principals are Enabled to be Great HC Managers
Decisions
Supports
Policy
Tools
Which policies most help or hinder the principal as an HC manager? Is there one we should take on and change above others?

18. Condition 4: Complementary Tools & Services
Tools and Services:
Data reports
Dashboards and scorecards
Templates
Training
Technology and self-service
Principals are Enabled to be Great HC Managers
Decisions
Supports
Policy
Tools
Are the right resources being provided?
Are we helping us and them work smarter and not harder?

19. Tools and Activities

20. Tools Creating an Environment for Principals to be Great HC Managers
Provides a process to help HR/HC teams and Principal Supervisors to identify key roadblocks and develop an action plan to help Principals become great HC managers
Sample Principal Survey Items
Assists USHCA districts in collecting and analyzing metrics in the Teacher and Principal ABC Tools to gauge principal satisfaction with key HR/HC policies, tools and systems. Information from the survey will help HR/HC departments understand how principals view their policies, tools and systems in order to provide best possible service to schools
Principal’s Human Resources Bill of Rights
Outlines what principals should expect and demand in regards to human capital support and services
Challenge Scenario: Principal Autonomy
Provides a scenario on how to manage principals as HC managers
What a Difference a Focus Makes: The Emerging Role of the HR Partner in the District
Offers a case study of an effective HR Partner to support principals
Sample Scorecard – HR Partner
Provides a sample scorecard for the HR Partner role based on the book Who by Geoff Smart and Randy Street
Urban Schools Human Capital Academy

21. Activity: Assessment and Action Planning
Step 1 - Assessment
Step through each of the 4 conditions as a team
Use guiding questions to assess if you are helping or hindering
Step 2 - Action Planning
Write down 2 things that you want to take on this year that would support a principals ability to lead as a HC Manager
Write down 1 insight you gained during this session that you want to go back and share with your district
Step 3 - Post Up on Chart Paper
Your greatest strength / asset / innovation in creating an environment for principals to be great HC managers
Your greatest opportunity for improvement this year
One insight you gained during this session that you want to go back and share with your district

22. Activity: Discussion of a School Site Visit Expectations vs. reality
What do we expect our principals to do as effective HC managers at their schools (written or unwritten)?
What do our competencies, rubrics or evaluation tools say principals should spend their time on related to human capital?
What is the reality on the ground?
What do the school visit and our experiences show us about our principals’ reality when it comes to protecting the time and space to focus on human capital?
What can they control around human capital?
What can’t they control?
USHCA Partner Planning Session September May Not be Reproduced Without Written Permission from USHCA, Inc.

23. Activity: School Site Group Recap
What did you identify as the difference between expectations of principals as HC managers and what is actually being asked of principals?
What was your principal’s “reality” on your site visit?
What can we do to bridge the gap between our expectations and reality?

24. Additional Academy Materials

25. Key Questions Digging Deeper into Your HR Supports for Principals
What are the most effective ways HR supports principals to do their human capital work?
What data, tools, and supports does HR provide to differentiate supports to principals in human capital work?
USHCA Academy | May 2016 | Day 1

26. Refresher: Principal as HC Manager
The Principal Is the Centerpiece of Teacher Quality Work
Teacher Puzzle Pieces
Betsy
USHCA Academy | May 2016 | Day 1

27. Refresher: Principal’s HR Bill of Rights
One-stop shopping
Data provided often on their staff
School visits at least twice a year
Collaboration between HR and Principal Manager
Online access to pool of strong candidates 24/7
No forced placements
All vacancies filled for school opening
Streamlined processes all online
Support to improve or exit low performers
Annual satisfaction surveys to get principal’s feedback
The Bill of Rights is the baseline of services HR should be giving to principals.
Question: If you were a principal, which one of these rights would be most important to you?
USHCA Academy | May 2016 | Day 1

28. Baseline Principal Rights by Power Metric Area
Get the Best Talent
Consistently
Deploy Them
Deliberately
Retain & Develop Strategically
Support to improve or exit low performers
Principal Bill of Rights
Online access to pool of candidates 24/7
All vacancies filled for school opening
No forced placements
Deliver HR Services
Effectively
One-stop shopping
Data provided often on staff
School visits at least 2x/year
Collaboration between HR & Principal Mgr.
Streamlined, online processes
Annual satisfaction surveys
Principal Bill of Rights
USHCA Academy | May 2016 | Day 1

29. Team Reflection Which of the “rights” feel like an, OF COURSE!?
Principal’s Bill of Rights
Which of the “rights” feel like an, OF COURSE!?
Which might run counter to your current practices?
Which 1-2 “rights” might best address the concerns you heard from principals in your pre-work?
Stand and discuss
Note for Mike/ Monica: New districts will not have done this pre-work, so be sure to highlight that here and make sure they are clear. New districts will be digging into the Bill of Rights on Day 2 in their session with Betsy.
Monica Note: Let’s make sure this matches what is on the GDP.
USHCA Academy | May 2016 | Day 1

30. Going Beyond the Basics
Digging Deeper into Your Supports
Principal’s Bill of Rights is just the starting point of how HR delivers services
HR can and must do more to support principals as HC managers
Providing tools, data, and supports on the ground is essential
How you organize is as important as the supports you provide
How you organize should reflect what your district expects of principals as they improve student outcomes.
USHCA Academy | May 2016 | Day 1

31. Analyzing Your Team’s Support to Principals
Tools, Data, Supports, & Differentiation
Principals take many actions and make many decisions as HC managers:
What are the key supports you provide to assist principals?
How do you differentiate?
What Power Metric area should you prioritize for improvement?
Monica Notes: Too many words. I cut the Power Metrics Bucket under #2 to make it less wordy.
Partner facilitation:
Where are your gaps?
In what areas did your principal interviews and Power Metrics data show you needed more support? How does your intention from earlier fit into this area?
Reminder: How you organize should reflect what your district expects of principals as they improve student outcomes.
USHCA Academy | May 2016 | Day 1

32. Take the Assessment
Where Are Your Gaps? What Do You Want to Prioritize?
Using the Assessing HR’s Supports to Enable Principals as HC Managers Tool:
Complete the Green & Purple portions of the tool
Discuss gaps on the chart
Considering your data and intention, which Power Metric area should you prioritize for additional supports? Why?
Partner facilitation:
Where are your gaps?
In what areas did your principal interviews and Power Metrics data show you needed more support? How does your intention from earlier fit into this area?
Reminder: How you organize should reflect what your district expects of principals as they improve student outcomes.
USHCA Academy | May 2016 | Day 1

33. Retain & Develop Strategically
Toolkit for Enabling Principals as HC Managers
Get the Best Talent
Consistently
Deploy Them
Deliberately
Retain & Develop Strategically
Top Strategies for Recruiting a Diverse, Effective Workforce
Teacher Offer Letter – Early Hire
Scorecard – Teacher Position
Tools
ERS – School-level Data – For Discussion
Using Your Evaluation Data to Drive Decision Making
Targeted Retention Strategies
School-level Retention Mapping
Letters of Reprimand - Sample
Principal Bill of Rights
Online access to pool of candidates 24/7
All vacancies filled for school opening
No forced placements
Support to improve or exit low performers
Deliver HR Services
Effectively
M Note; This is really hard to read. Is there anyway we could just have a Toolbox slide here and then Mike could talk them through what is available in Schoology?
Principal’s HR Bill of Rights
Principal Survey - Sample
School-level HR Planning Tool – Sample 1
School-level HR Planning Tool – Sample 2
Tools
One-stop shopping
Data provided often on staff
School visits at least 2x/year
Collaboration between HR & Principal Mgr.
Streamlined, online processes
Annual satisfaction surveys
Principal Bill of Rights
USHCA Academy | May 2016 | Day 1

34. Team Activity
Explore the Tools
Explore the tools in the Power Metric area you selected for improvement
Consider:
How could we use these tools to enable our principals as HC managers?
Which 1 tool or “Right” holds the most promise for us to improve our supports based on our intentions?
USHCA Academy | May 2016 | Day 1

35. Moving to Action What results do we want? Why do we want them?
Team Planning Time
What results do we want?
Why do we want them?
When do we want them?
What are 1-2 HC supports we can provide to principals?
What steps can we take to get there?
How can our USHCA Partner support us?
Spend 30 minutes working through how to improve supports to principals
Monica Note: Simplified the language here to bring it down to 1 liner per step in action planning. Check the Guided Discussion plan for consistency in language.
USHCA Academy | May 2016 | Day 1

36. Example Plan
What: Help principals identify high quality candidates to interview
Why: Principals report spending too much time sorting through low- potential candidates and struggling to identify high-potential candidates with hiring teams
When: For upcoming hiring season - at least by February 1st
What 1 or 2 Supports: Teacher Scorecard
Steps:
Steps
By Whom
By When
(1) HR Partners create a mock-up of Teacher Scorecard using USHCA template and develop questions and metrics for principal input
HR Partners
Dec 1
(2) Each HR partner reviews the mock-up w/three effective principals, incorporating their feedback in draft
Dec 15
(3) Circulate draft to all principals for input
Jan 15
(4) Begin using Scorecard metrics to rate applicants being sourced to principals
Principals
Feb 1
M NOTE; THIS is very hard to read and wordy. Maybe cut out the steps table or provide just 1 as an example.
USHCA Academy | May 2016 | Day 1

37. Final Reflection Team Time
Based on how we plan to improve supports to principals:
How does it impact how we organize our work?
Where do we want to allow flexibility in our priority area? Where do we want to ensure consistency?
Monica Note: Katie and Dar are recommending dropping this slide.
USHCA Academy | May 2016 | Day 1