Improving Student Achievement through Human Capital in the Boston - - PowerPoint PPT Presentation

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Improving Student Achievement through Human Capital in the Boston - - PowerPoint PPT Presentation

Feb 06, 2023 621 likes •798 views

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Improving Student Achievement through Human Capital in the Boston Public Schools BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS A great teacher in every classroom In schools, teacher quality is the single

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Improving Student Achievement through Human Capital in the Boston Public Schools

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

A great teacher in every classroom

In schools, teacher quality is the single most important variable impacting student learning.

  • “A teaching force that represents the nation’s racial, ethnic, and

linguistic cultures…is advantageous to the academic performance of students of all backgrounds, and for students of color specifically” (National Education Association, 2014)

  • Having a top-quartile teacher rather than a bottom-quartile teacher

four years in a row may be enough to close the black-white test score gap (Gordon, Kane and Staiger, 2006)

  • Having a high-quality teacher throughout elementary school can

substantially offset or even eliminate the disadvantage of low socio- economic background (Rivkin, Hanushek and Kain, 2002)

  • Students assigned to a good teacher over three years in a row will

score 50 percentile points higher on tests than students assigned to weak teachers over the same period (Sanders, 1996)

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

  • Hiring
  • Recruitment
  • Workforce Diversity
  • Performance Evaluation
  • Excessed Teachers
  • Leadership Development

Agenda

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Transforming recruitment & hiring

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June 7th:

75%

  • f hiring

complete

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Staffing autonomy is bounded

  • Goal: All BPS staff reflect the racial, cultural, and

linguistic diversity of BPS students

  • In order for schools to earn the autonomy to open

post positions and hire, school leaders:

  • Completed performance evaluations by 1/13/14
  • Had a functional School Site Council and Personnel

Subcommittee

  • Interviewed candidates reflective of the racial, cultural,

and linguistic diversity of candidates who applied

  • Interviewed at least three excessed teachers when they

apply

  • Central Office reviews all recommendations to hire

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Recruitment

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2013 2014 Letters of Commitment 17 issued

(13 candidates of color)

98 issued

(all candidates of color)

Letters of Intent Not issued 109 issued

(48 Black, 7 Hispanic, 12 Asian)

Community Organizations 10 contacted 51 contacted HBCUs targeted 3 18 Career Fairs 6 local colleges 17 colleges & universities Colleges & Universities Occasional contact Monthly communication with 42 MA colleges & universities Advertising BNN, Metro, El Planeta, Touch 107, Teachers of Color, Troops to Teachers, IBEW Billboard El Planeta, El Mundo, Teachers of Color, Bulletin, MBTA, Reporter, Banner, IBEW Billboard

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Recruitment outcomes

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Marketing & advertising

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Workforce diversity

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Workforce diversity

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Asian Black Hispanic Other White

Teachers & Guidance Counselors 10/2013 5.9% 21.2% 10.0% 0.6% 62.4% 3/2014

(Post-probable org)

6.2% 21.0% 9.9% 0.5% 62.4% 5/2014 6.2% 22.1% 10.4% 0.6% 60.8% Guild

(May 2014)

3.6% 32.1% 11.4% 0.0% 52.9% Managerial

(May 2014)

7.6% 33.4% 13.6% 0.3% 45.0% Principals & Headmasters

(May 2014)

2.9% 38.8% 10.1% 0.0% 48.2%

Attrition

Asian Black Hispanic White Other AVG 2010-11 5.8% 7.4% 8.6% 7.0%

  • 7.2%

2011-12 7.1% 6.1% 5.0% 5.4% 5.3% 5.8% 2012-13 5.3% 6.7% 6.0% 4.2% 10.0% 6.4%

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Performance evaluation:

In teachers’ words…

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“I finished looking over my evaluation and everything seems consistent with our past conversations and debriefs from observations. Thank you for taking specific data points and capturing things that I have

  • said. It truly provides me the opportunity to notice

things that I would not otherwise while I am in the moment.”

  • BPS Teacher

“Thanks for making the evaluation a tool to grow and

  • reflect. I appreciate your inputs and prescriptions”
  • BPS Teacher
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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Performance evaluation

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Mid-Year Evaluations End-of-Year Evaluations*** 2012-13 (Year 1)

44%* 70%

2013-14 (Year 2)

93%** 86%

* Data from March 19, 2013 ** Data from January 13,2014 *** Data from May 15 of each school year

Teacher evaluation completion rates continue to improve

Beginning in 2014-15, educator performance evaluations will begin to incorporate a rating

  • f impact on student

learning

Prior to 2010*:

  • 53% of tenured teachers received a biennial evaluation
  • 41% of non-tenured teachers received a biennial evaluation
  • 38 out of 144 schools did not submit any performance

evaluations

*Human Capital in Boston Public Schools (National Council on Teacher Quality, 2010)

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Performance evaluation

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  • OHC Implementation Specialists have conducted co-
  • bservations in a sampling of BPS schools to collect

data on objectivity

  • BPS Calibration System (featuring BPS teachers) will be

implemented in SY2014-15

  • Objectivity Training to reduce implicit bias in evaluators

will be deployed in SY2014-15 after pilot with the Executive Team

  • Observation and Feedback course continues to

address some issues of observer bias

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

A focus on diversity

The Office of Human Capital will focus on:

  • Pipeline Development
  • Work with existing programs including BTR, TNY, and TFA
  • Provide 3 Pathways to Licensure for candidates of color without a MA license
  • MTEL/Licensure Support, Networking, and Mentoring
  • Assist provisional teachers, paraprofessionals, and substitute teachers of color with MTEL

preparation, licensure support, and Career development

  • Continue Male Educators of Color leadership development program
  • Facilitate a Community-to-Paraprofessional program
  • A pre-collegiate Teacher Development Program will recruit 40 high potential students of

color (especially males) at BPS schools in 8th grade to start an 8 year pipeline to return to BPS after college as educators with particular focus in STEM, Bilingual education, and other interests

  • Recruitment
  • Continue improved branding in local and regional media
  • Travel to additional HBCU career fairs
  • Host recruitment events and BPS-specific fairs
  • Create additional materials targeting educators of color
  • Increase print and online advertising of school-based positions

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Excessed teachers

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  • As of June 18, 131 offers were made to excessed permanent teachers
  • At this pace, we project at least 166 excessed teachers will earn jobs
  • If no additional excessed teachers earn jobs through open posting, we will

place between 123 and 200 teachers into a suitable professional capacity. This includes ~50 teachers who have not applied to any positions as of 6/18/14

  • However, additional excessed teachers will earn jobs through the Post

Transfer Placement Process (mutual-consent hiring restricted to excessed teachers)

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BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS

Leadership development

  • Aspiring Principals Program 2013- 27 candidates participated

and 15 are now principals/headmasters in BPS

  • Currently BPS has 25 participants in the Aspiring Principal

Program and 4 full time fellows in the Lynch Leadership Academy

  • In 2014-2015 BPS will expand work with the Lynch Leadership

Academy and other partners to support leadership development

  • Observation & Feedback Course improves leaders’ ability to

give feedback for instructional improvement

  • 20 BPS schools are in the School Administrative Manager

(SAMs) program to increase time spent on instructional leadership

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