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Capturing Our Learning
Staffing & Deployment Capturing Our Learning
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Overview Purpose: To make the best use of talent by helping principals match teachers with the best role, as well as providing open market systems and incentives to ensure excellent teachers are deployed to high- needs schools Key Elements of Hiring & Selection Structuring Systems for Mutual Consent Limiting Transfer Periods Staffing High-Needs Schools with Great Talent Placing Surplus Teachers Effectively When Necessary for Budgetary Reasons Redesigning Layoff and Recall Policies See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information Urban Schools Human Capital Academy
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Key Research No matter how you “define” teacher effectiveness, low-income, minority and lower achieving students end up with the least effective teachers Goldhaber, Lavery, & Theobald, 2015 Value-added Teacher experience Licensing scores Urban schools are often forced to hire teachers they don’t want due to outdated transfer and excess rules “40 percent of school-level vacancies, on average, were filled by voluntary transfers or excessed teachers over whom schools had either no choice at all or limited choice.” p.5. Levin, Mulhern, and Schunck, 2005 Urban Schools Human Capital Academy
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Metrics Deploy Teachers Deliberately
Key metrics to understand performance in this function include: Distribution of teachers by performance rating and school need type (IV.C) Percentage of incoming and outgoing transfers by performance rating and school need type (IV.C) Percentage of new teachers in high-needs schools (IV.C) Urban Schools Human Capital Academy
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Key Content Staffing & Deployment
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May Not be Reproduced Without Express Permission from USHCA, Inc.
A Reminder to Ponder… “The real goal is not to improve equitable teacher distribution. The real goals are to improve student learning, close achievement gaps, and create educational opportunities for all young people. Achieving equitable distribution of teachers is intended to be a means to that end.” -- Ellen Behrstock-Sherratt, Ph.D. May Not be Reproduced Without Express Permission from USHCA, Inc.
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Why this subject? Why now?
Teacher effectiveness – what we know now Power of an effective teacher and consequences of an ineffective one Dashboards – by school and even by classroom Facing the facts – courageous conversations
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Who is an Effective Teacher ?
At least one year’s growth of students for year’s time on standardized tests and other student outcome measures Final rating based on multiple measures: Observations by multiple observers Student achievement data Student surveys
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How Do We Define High-Needs?
“High-needs schools can be defined as schools that have 51% or above of students on free and reduced lunch. High-needs schools also may have a preponderance of English Language Learners and special education students and often have higher turnover, fewer applicants, and greater numbers of vacancies, leading them to also be termed as hard-to-staff schools.” -- USHCA
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Ways of Measuring Inequity
Between Schools Within Schools Access to effective teachers across schools % of effective teachers by high/low-needs designation Distribution of highly-effective teachers Other indicators used % of vacancies and turnover in high/low-needs schools (stability of staff) Pre-service measures such as scoring on national tests (like Praxis) or SAT scores Effectiveness of principal Access to effective teachers across classes Level of effectiveness or experience of teacher compared to their assignment of students (Miami-Dade study) % of minority/high-needs students taught by secondary teachers with deep content knowledge (subject majors or advanced degrees) Students assigned to first-year teachers May Not be Reproduced Without Express Permission from USHCA, Inc.
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Impact on School Performance
Research identified a teacher quality “Tipping Point” Proportion of low quality teachers is ~20% of school faculty Beyond 20% schools no longer have the ability to improve student achievement Source: Shields et al. 1999
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What We Now Know % first-year teachers at high-minority schools are almost twice as high as the % of such teachers at low-minority schools Less experienced teachers get assigned students who are twice as far behind (Miami-Dade study) Also, minority teachers tend to be assigned students who are further behind than students assigned to white teachers Teachers from more selective colleges tend to get higher achieving students than those who did not More of a problem in middle and high schools; less so in elementary schools Latino and African American students were three times as likely to have bottom quartile teachers in math and english language arts than their Asian and White counterparts % first-year teachers at high-minority schools are almost twice as high as the % of such teachers at low-minority schools (page 3) Less experienced teachers get assigned students who are twice as far behind (Miami-Dade study) Kalogrides, D., Loeb, S., & Beteille, T. (2013). Systematic sorting: Teacher characteristics and class assignments. Sociology of Education. Also, Also, minority teachers tend to be assigned students who are further behind than students assigned to white teachers Kalogrides, D., Loeb, S., & Beteille, T. (2013). Systematic sorting: Teacher characteristics and class assignments. Sociology of Education. Teachers from more selective colleges tend to get higher achieving students than those who did not More of a problem in middle and high schools; less so in elementary schools – Our take based on this statement, "We present the figures separately by grade level since tracking and ability grouping are more common at the middle and high school levels compared with the elementary school level." (p.110) from this report. Kalogrides, D., Loeb, S., & Beteille, T. (2013). Systematic sorting: Teacher characteristics and class assignments. Sociology of Education. Latino and African American students were three times as likely to have bottom quartile teachers in math and english language arts than their Asian and White counterparts (page 2)
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What We Now Know, (cont’d)
In Brief: Teachers in high-needs schools are less experienced, less effective, and less likely to stay Even though we know that… Providing top-quartile teachers four years in a row is enough to close the achievement gap between white and African American students Second graders who started off below grade level and then had three top quartile teachers consecutively accelerated to proficiency Providing top-quartile teachers four years in a row is enough to close the achievement gap between white and African American students Gordon, Kane and Staiger, “Identifying Effective Teachers Using Performance on the Job” (The Brookings Institute 2006). (From Second graders who started off below grade level and then had three top quartile teachers consecutively accelerated to proficiency
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No “Right” Answer, but Some Ideas
Increase % of students taught by effective teachers $ to increase course load of effective teachers Provide extra support to any school with more than 20% ineffective teachers Help principals improve working conditions at high-needs schools Ensure HR policies support strategic and equitable staffing District examples Charlotte-Mecklenburg Project LIFT and Pittsburgh’s Career Ladder – Differentiated roles at high-needs schools with differentiated pay New York City – Teacher leader role at high-needs school – Part time teacher/part time instructional coach Denver – Teacher leadership opportunities for instructional support and working conditions improvement
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The Time is Now “To close the achievement gap, we must prioritize student needs first through state and local reforms and attract top teachers to our highest need communities, support their growth, and keep them in the classroom.” –Anthony Villagrosa 41st Mayor of Los Angeles
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Tools and Activities
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Tools Levers for Impacting Equitable Distribution
Highlights key district practices and policies that impact equitable distribution of teachers and principals from the Teacher and Principal ABC Tools Guiding Questions for Equitable Distribution Conversations Offers guiding questions district teams can use to hold conversations about equitable distribution Differentiating Services to Schools Establishes well-rounded criteria for identifying High-Needs or Highest- Needs schools in the school district, and then provides samples of differentiated services options to drive improved talent and performance Urban Schools Human Capital Academy
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Activity: Chauncey School District’s Goals
1) Increase Student Learning by Increasing Effectiveness of All Educators; and 2) Close Achievement Gap by Leveraging High-Performers for High Need Students GOAL #1: Increase Effectiveness Educator Effectiveness (Student Outcomes, Instructional Practice) GOAL #2: Leverage High Performers for High Poverty Students Source: TNTP
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% of teachers by effectiveness rating
A Means to an End: What Are the Implications of Each Scenario for the Chauncey School District? Scenario 1 Scenario 2 % of teachers by effectiveness rating What are the implications of each scenario? Highest Poverty Schools Lowest Poverty Schools
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How did Chauncey start down this path?
Step #1: Measure effective teaching and understand distribution of teacher effectiveness within the district Distribution of Teacher Effectiveness in Chauncey School District % of teachers by effectiveness rating Q: How has performance/ratings changed from year to year? Q: Do you have any hypothesis for what could be happening? What additional data would you want to look at, to test these hypothesis further? Note: Chauncey District launched a new Teacher Evaluation System in SY
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Teacher Effectiveness Across Schools Based on Poverty Quintile
Step #2: Measure access to effective teaching across schools based on poverty quintiles. % of teachers by effectiveness rating Novice Teachers Q: How does effectiveness vary by Poverty quintile? Q: How might the prevalence of novice teachers by poverty quintile also be a factor? Note: Poverty quintiles based on % of free and reduced lunch students Highest Poverty Schools Lowest Poverty Schools
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Teacher Effectiveness Across Classrooms within ONE High-Poverty School in Chauncey
Step #3: Measure access to effective teaching across classrooms within schools % of teachers by effectiveness rating Novice Teachers
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Other HC Data Trends Step #4: Analyze other HC data to better understand root causes and how to tackle this issue Over the past 2 years, of transferring high-performing teachers, 56% moved to a school with a LOWER poverty rate and only 22% moved to a school with a HIGHER poverty rate Teacher turnover rates in high poverty schools were twice as high as those in lower poverty schools Teacher turnover was also correlated with principal turnover in those schools
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Strategies up for Consideration
Provide its highest-poverty schools with dedicated recruitment resources Provide its highest-poverty schools with teacher leader positions to provide coaching and support to new teachers Developing school level teacher effectiveness reports to coach principals and principal managers on importance of placing highest effective teachers with highest need students Which of these do you think is the strategy with the greatest potential for impact? Why? Is there another strategy you would recommend?
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