USHCA Best People Best Results URBAN SCHOOLS HUMAN CAPITAL ACADEMY - - PowerPoint PPT Presentation

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

Oklahoma City Public Schools Human Capital Review and Assessment Overview Urban Schools Human Capital Academy October 2017

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Outline

n Background and Project Methodology n Current State Key Findings n RecommendaFons n Next Steps and Discussion

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Background and Project Methodology

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ USHCA Background

Established in 2011, the Urban Schools Human Capital Academy (USHCA) is a naFonal nonprofit helping urban districts become great managers of teacher and principal talent. USHCA develops, supports, and networks human capital leaders in urban school districts to drive measurable improvement in teacher and principal quality. Through a range of services, we help transform a district’s human capital management funcFon into a more strategic and integrated component of a district’s overall approach to improve student achievement. USHCA has worked in over 30 urban districts across the United States.

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Where Do We Work?

National Perspective

5 Hillsborough Pittsburgh Los Angeles Atlanta Bal2more City Prince George’s County Tulsa Shelby Houston Denver Cleveland Seattle Charlotte Boston Hartford Seminole Guilford Spring Palm Beach Aurora Pinellas Osceola

Alumni Districts Current Districts State EducaFon Departments

Indianapolis Rochester Newburgh Oklahoma City Colorado New Mexico Kentucky Maryland Florida Oklahoma South Carolina Tennessee

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Human Capital is a Critical Key Lever

to Student Success

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Other 42% Teacher 33% Principal 25%

School-based Factors Impac2ng Student Achievement

Money MaIers

~80-85% of school systems’ budgets = Salary and Benefits

Effec2veness MaIers

Difference between 3 consecuFve years

• f effecFve teachers vs. ineffecFve =

52 percentage points

More Effec2ve Principals:

• A`ract and select higher-quality

teachers.

• Help teachers improve pracFce

more rapidly.

• Retain higher-quality teachers and

remove less-effecFve teachers.

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Best Prac2ces Data Strategic HC Management Execu2on: Strategic HR Focus on the Key Customer

Tracking Human Capital Trends and Emerging PracFces

• Keeping abreast of latest research findings
• Tracking and collecFng data from USHCA network

Rigorous tracking and leveraging of key human capital metrics

• Measures progress toward goals and objecFves
• Provides direcFon and focus in support of planning

A comprehensive approach to strategic human capital management that focuses on the “Right Work” SupporFng HR divisions and teams to move from compliance/transacFonal work to strategic and supporFve work Principals are “responsible for translaFng district management acFons that become what teachers experience as human capital management. Thus, the principal is a key link in district strategic talent management effort.”1

What Drives Our Work?

A strong commitment to student achievement with an effective educator in every classroom and leader in every school; enabled by a focus on:

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1: Odden, Milanowski & Kimball, Center on Reinven8ng Public Educa8on. Strategic Management of Human Capital Project. 2010.

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Strategic Human Resources Work

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USHCA’s 4 Principles of Strategic HR Work

• 1. Contributes to the quality of teachers and principals
• 2. Aligns to instrucFonal mission and iniFaFves
• 3. Provides schools/principals more autonomy and

builds their capacity as Human Capital leaders

• 4. Measures for conFnuous improvement

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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A Comprehensive Approach to Human Capital Management

Teacher Puzzle Pieces Principal Puzzle Pieces

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Why Join the Academy?

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• - A strong network of Human Resources/Human Capital

leaders across the USA

• - A team of experienced, knowledgeable HC Partners to

support onsite results and Academy participation

• - Access to up-to-date research, data and practical tools

to speed reform

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Some Results for our Districts

n Los Angeles Unified (CA) School District opened fully staffed in

2017 – previously would open with hundreds of teacher vacancies

n Denver Public Schools (CO) HR received a 93% approval raFng

by Principals for support and service aier reorganizing using our HR Partner model

n Prince George’s County (MD) Public Schools saved

considerable money by increasing their teacher a`endance rate using a number of our strategies

n Seminole County (FL) Public Schools reduced the length of Fme

conducFng invesFgaFons by 66% using our process redesign support

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Sample Project Highlights

n The School District of Palm Beach County (FL) uFlized our team to

create a central office Performance Management system with training and implementaFon support

n USHCA created Human Capital Training Modules for Principals in

Shelby County (TN)

n USHCA created mulFple, online training modules for new School

Board Members throughout the state for The North East Florida EducaFonal ConsorFum (NEFEC)

n Montgomery County (MD) Public Schools redesigned their

interviewing and hiring process uFlizing USHCA’s tools to maximize speed in finding and hiring great teachers.

n USCHA supported Prince George’s County Public Schools HR

reorganizaFon and redesign efforts to develop new roles and teams along with revised job descripFons and performance goals

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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USHCA’s Curriculum and Tools www.hrined.org

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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The Urban Schools Human Capital Team

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Review Component What we looked for Understand the current state of core Human Capital funcFons

• Do the district’s funcFons best support schools’

efforts to drive student achievement? Assess processes and procedures that affect Human Capital service delivery

• Are current processes and procedures designed

for staff to provide high quality customer service in an accurate, efficient, and Fmely manner? Assess data integrity issues

• How reliable is the data that is integral to

supporFng the district’s human capital efforts, drives decision making, and supports day-to-day

• peraFons?

Conduct a quanFtaFve analysis

• f Human Capital impact
• What does the data indicate with regard to the

district’s ability to a`ract, hire, and retain high quality educators?

USHCA’s review focused on the following areas:

CONFIDENTIAL – MAY NOT BE DISTRIBUTED

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Current State Findings

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ In every area of the Teacher Puzzle Pieces,

OKCPS has significant strengths to build on

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Teacher Puzzle Pieces

Early Hiring – new teacher hiring begins in March HR Generalists structure provides direct support to Principals Supports and training to Principals around budget and staffing planning for the coming school year Hiring qualificaFon flexibility through Emergency cerFficaFon HR has doubled in size with extensive corporate HR background Professional development opportuniFes for emergency cerFficaFon teachers to support cerFficaFon pathway requirements TFA pipeline of 60+ new core members per year Urban teacher preparaFon academy with UCO Bilingual teacher pathway program Staffing decisions not enFrely based on seniority (exempFons) ConFnuous learning school calendar viewed as a benefit by teachers Marzano Teacher EvaluaFon Model

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Even with many strengths to build on, there are signiNicant challenges that hinder OKCPS’ human capital efforts

n Low salaries for teachers and principals, when compared

to neighboring states

n Teacher shortage challenges across the state (year-over-

year increases in demand are larger than the corresponding projected increases in supply*)

n HR department staff buildup with HR private sector

experience has brought improvements in professionalism (i.e. improved focus on invesFgaFons); however, the need for human capital strategies and reform efforts have been idenFfied as focus area

*. American InsFtutes for Research. “Oklahoma Study of Educator Supply and Demand.” (2015).

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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OKCPS signiNicant challenges, continued…

n Data / Technology: Lack of integraFon between systems leads

to inefficient processes and increased difficulty in tracking and analyzing key data to drive decision making and planning

n Lack of performance differenFaFon: Based on 15-16 data,

greater than 99% of teachers are rated effecFve or higher

n Customer Service and OperaFonal Efficiency Challenges:

n Currently, two generalists provide direct supports to schools (1

elementary and 1 secondary)

n During peak hiring seasons, Principals are directed to contact their

ILDs for any HR related issues and not HR

n Bo`lenecks with hiring transacFons (1400+ per year) with only

• ne person responsible for final data entry

n Manual paper-based processes: Benefits, leave management,

employee records, and hiring

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Current State: Opportunities

n Lack of strategic planning or analysis to direct resources and acFons toward

the highest impact sources and events

n ApplicaFon process is cumbersome which may deter candidates

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Recruitment and Pipeline Development SelecFon and Staffing

n Early hiring efforts in place (highly correlated to teacher quality). However,

new teacher quality is not tracked to inform recruitment and hiring efforts.

n Staffing policies and pracFces inhibit principals’ human capital efforts to hire

and retain high quality staff

n Hiring process is overladen with manually intensive steps and inefficiency

which can also adversely affect hiring efforts

Performance Management

n Results from the current teacher evaluaFon system provides li`le

differenFaFon of teacher performance which limits the district’s ability to track and target retenFon and other human capital efforts

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Current State Opportunities

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Career Management and RetenFon

n The district acknowledges the importance of retenFon of high performing

educators and staff, but do not offer formal teacher leadership opportuniFes to drive retenFon

n Principals are directly supported by ILDs; however, the HR department is not

aligned with this structure to provide Fmely support to principals

OrganizaFon

n The experience for new teachers around supports and development vary

across schools and are dependent on the principal to idenFfy and connect staff to key resources and programs

Development and Support

Recommendations

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Key Human Capital Strategic Questions

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Urban Schools Human Capital Academy April 2014

Student Achievement

Performance Management § Are top performers offered leadership career advancement opportunities? § How do you identify promising candidates? § Do you know where you get your top candidates from? § Is there a pipeline of effective candidates to fill vacancies? § Does PD prepare educators and improve performance? § How do you know? § Are our interviewing, screening, and hiring processes identifying the best talent? § How do you know you’ve identified the best? § Are educators being evaluated on what matters most to improve teaching and learning? Linked to student performance? § Is Data used to inform other areas and decisions?

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Mindset Shii: HR Must be Customer and Service Focused

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Recommendations Based on Best Practices

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Teacher Puzzle Pieces

Early Hiring with efficient hiring and onboarding High level of service and leveraging data to differen2ate supports Forecast driven recruitment focused on high yield pathways Align and differen2ate PD based on evalua2on findings Robust mentoring and induc2on programs Individualized reten2on plans with career advancement

• pportuni2es

Mutual consent hiring and equitable distribu2on Compensa2on based on factors 2ed to teacher quality and student impact; decouple compensa2on 2ed to PD and advanced degrees Mul2ple measures based; focused on supports and growth; results inform all human capital decisions

To best support human capital efforts each area should align and inform decision making through Feedback Loops and Informa2on Integra2on; a strong founda2on in data management and analysis is cri2cal

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Early Wins: OKCPS HR Update

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n Repurposing exisFng posiFons to be`er serve principals and align services

n A raFo of 1 HR Generalist for every 2 ILDs has been established (will be at a 1:1

raFo as soon as cubicle space is made available)

n Also conducted a survey of principals to determine what they want/need from

HR; resources will be redirected to address the survey results

n Redesigning the hiring process to improve efficiency and the candidate

experience

n Establishing an HR Customer Facing Team to provide immediate service for

walk-ins and callers to HR (average 700 walk-in visitors per month – doubles in June & July)

n Driving policies and processes to enable earlier hiring of teachers and

principals

n Principals no longer referred to ILDs for assistance with staffing. n Started school 99% staffed on Teachers & Principals this year.

USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

+ Next Steps and Discussion

n PrioriFzaFon and AcFon Planning: idenFfy all

recommendaFons and assess impact against implementaFon complexity

n IdenFfy Fmelines n Assign owners and collaborators

n Strategic Data Support

n Access and Management: Assess and improve data access, integrity, and

management efforts

n Strategic Leverage and Use: Designing protocols, templates, and

procedures to share with key stakeholders (i.e. dashboards, reports, principal / principal supervisor meeFng facilitaFon guides)

n QuesFons and Discussion

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USHCA

URBAN SCHOOLS HUMAN CAPITAL ACADEMY

Best People Best Results

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Thank You! Craig Chin cchin@ushcacademy.org Alfred Dunn adunn@ushacademy.org

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