Perspective (August-October 2013) - aaspa

Anational movement to accuratelymeasure teacher effectiveness has grownwithin the past decade. Existingappraisal systems may serve as usefultools to determine levels ofperformance, but research suggests that the results donot present a prevalent alignment when compared tostudent outcomes. Consequently, states and districtsdesire to more accurately measure teacherperformance.Aldine Independent School District began atransformative endeavor to design a new appraisalsystem, ‘Invest: An Outcome Based Model,’ funded bythe Laura and John Arnold Foundation and BrownFoundation. In an effort to turn ordinary teachers intoextraordinary educators, work began in collaborationwith Operation Public Education (OPE) fromPennsylvania State University and extended tonational experts identified to assist in the developmentof the new system. The construction consisted ofseveral essential mechanisms. First, evaluate teachersaccurately using multiple measures.The Charlotte Danielson Framework was selectedfor measuring teacher practice and a student growthmodel for measuring student impact. Second, rewardteachers with incentives to improve instruction, andreact when teachers are ineffective. Effective teachersreceive higher pay and prestige, and teachers who areharmful to students are dismissed. Third, providesupport for both teachers and administrators. The overarching theme is to improve performance of the entireworkforce, to improve student achievement, whichrequires in-depth and continuous support of thatworkforce.A staggered timeline for each stage of the newsystem was established: year one to begin design anddevelopment, year two to pilot, and year three for4 perspective Newsletterdistrict-wide implementation. Design began duringthe 2012-13 school year focusing on the firstevaluation measure, teacher practice. Invest is beingpiloted on 34 campuses and will be rolled-out for fullimplementation next year. The pilot process allows foradditional testing and refining, assuring an orderlyflow of the processes and relatable outcomes. TheAldine Student Growth Model, or student impactmeasure, is in the development and extraction process.Thus far, the system has yielded exceptionaloutcomes. Teachers, administrators, district experts,and superintendents worked collaboratively on thedesign. Cycles of continuous recommendationsfollowed during the development stage. Work groupproposals were collected and compiled by the HumanResource Department and OPE, shared with districtleadership for review, and presented back to workgroups for finalization or modifications. The iterativeprocess successfully maintained effectivecommunication that resulted in a fair and transparentprocess. Professional conversations allowedconsiderations beyond personal job responsibilities,driving varied levels of compromise that promotedforward progress.The Framework to evaluate teacher practice consistsof four domains, further categorized into 22components. Domain 1: Planning and Preparation andDomain 4: Professional Responsibilities evaluateteacher actions beyond the delivery of instruction.These domains include attributes for support activitiessuch as knowledge of students and professionaldevelopment. Levels of performance during classroomobservations are rated using Domain 2: ClassroomEnvironment and Domain 3: Instruction. These two“power” domains measure teaching effectiveness in itsmost significant form, while working directly withstudents. As part of the process, there are increased

growth. In an effort to increase the quality of theentire workforce, Aldine ISD is exploring researchbased models that provide varying levels of support forteachers based on different stages of their career.Acceptable models provide ALL teachers appropriateassistance in order to increase the quality of ALLclassroom instruction. Models are also being weighedbased on their support to administrators whoseresponsibilities have significantly increased with thenew evaluation system.Thus far, teacher and administrator input, gatheredat every stage of the process, has revealed thetransformation beginning to surface. Both have sharedtheir perception of increased dialogue and anincreased quality in discussions about teachingpractice. Teachers feel empowered to self-reflect ontheir practice and find areas for improvement on theirown. Feedback also suggests that participants find theDanielson Framework to be clear, specific, fair, andstudent-centered. Teachers expressed confidencebecause they know what is expected of theirperformance. An effective evaluation tool will not onlyserve as a supportive, motivating process for teachers(as opposed to a routine/compliance based process),but also a means to improving student learning andincreasing their potential for success.Gloria Cavazos is Assistant Superintendent of Human Resources at Aldine IndependentSchool District in Houston, Texas. She received her master’s degree in EducationMid-Management from Sam Houston State University and a bachelor’s degree inElementary Education from Texas A&M University. Mrs. Cavazos has almost 30 yearsof experience in education, all within Aldine ISD and McAllen ISD.Before promoting to her influential position as Assistant Superintendent of HumanResources, she served the education community as a classroom teacher, assistantprincipal, principal, and area superintendent. In her current role, she has secured numerousgrants for the district’s teacher reform initiative. In addition to her extensivebackground in education, she is also affiliated with learning organizations including theAssociation of Bilingual Education, the American Association of School Personnel Administrators (AASPA), andthe Texas Association of School Personnel Administrators (TASPA).Dr. Selina H. Chapa is Director of Human Resources at Aldine Independent SchoolDistrict in Houston, Texas. She received a doctorate degree in Educational Leadershipfrom the University of Houston, a master’s degree in Administration from Texas A&MInternational, and a bachelor’s degree in Elementary Education from Texas A&IUniversity. Dr. Chapa has 27 years of experience in the field of education. In addition toher current position, she has served the district in the role of assistant principal andprincipal. Prior to joining Aldine, she was a teacher and assistant principal at United ISDin Laredo, Texas.As a teacher she received the campus Teacher of the Year Award, served as grade levelchair and as a teacher mentor. As an assistant principal, she served as LPACCoordinator and designed and developed a campus bilingual program and professional development sessions. Hergreatest growth has come as a member of the human resources department. She serves as the project director for thedistricts reform initiative to develop a comprehensive teacher evaluation system. She also wrote, was awarded, andserved as the project director for initiatives to implement a structured mentor program.6 perspective Newsletter

EMPLOYEEENGAGEMENTAs Human Resources professionals, weare hearing a lot about employee engagementand the importance of gettingsome in our organization. Do you knowwhat employee engagement is and moreimportantly, why it’s important?Let’s start by looking at what employee engagementis not.1Employee satisfaction only indicates how happy orcontent your employees are. It does not address theirlevel of motivation or involvement. Employeeengagement is also not about a satisfaction survey. Asurvey is a tool and a satisfaction score is a number.2You can have really happy employees who are notproductive or effective. It’s also not about length ofservice. Those who stay may be the least engaged.3No one who was ever truly engaged at work goteverything they wanted. It’s not about more pay, morebenefits or more stuff.4If the work environment is what the employeeexpects or wants, the employee may be satisfied, butthat doesn’t mean they are engaged.5Engaged employees may work harder, butengagement does not occur by giving more work toproductive employees.6www.aaspa.org 7

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n o m i n e e s f o r t h e 2 0 1 3 - 2 0 1 4e x e c u t i v e b o a r dREGION 3 REPRESENTATIVE:JUSTIN L. SCHOOLEYJustin Schooley currently serves as the Associate Superintendent of Human Resourcesin Berkeley County Schools in Martinsburg, West Virginia—a school district of 30schools, with over 18,000 students and approximately 3,500 employees. Justin beganhis career with Berkeley County Schools in 2001 as Drug Free Schools Coordinatorand School Safety Compliance Officer. For the past 10 years, Justin has worked in theOffice of Human Resources, serving as Coordinator, Administrative Assistant/Director,and Executive Director. Prior to coming to Berkeley County Schools, he was asubstitute teacher in several West Virginia school districts and holds West Virginiateacher certification in Social Studies, grades 5-12.Justin is an ABD doctoral candidate at Shenandoah University in the OrganizationalLeadership program. He holds a master of science degree in Industrial Relations from West Virginia Universityand a bachelor of arts degree in Secondary Education from Alderson-Broaddus College.Justin served as President, President-Elect and Past-President of the West Virginia School Personnel Association(WVSPA) and currently serves on WVSPA’s Legislative Committee. Recently, Justin was appointed to the WestVirginia Superintendent of School’s stakeholder group charged with drafting the WV Board of Education’s Policyregarding the Procedures for Designated Hiring and Transfer of School Personnel.Justin is serving in his third year as Chair of the American Association of School Personnel Administrators(AASPA) By-Laws and Constitution Committee. Justin has presented numerous workshops for AASPA membersat the 2012 Boot Camp for School Personnel Administrators in Baltimore, Maryland, and Navigating SocialMedia at the 2012 Annual Conference in Chicago, Illinois. Additionally, his article, “Finding the Needle In aHaystack” was published in AASPA’s August 2012 edition of the Perspective Newsletter.10 perspective Newsletter

REGION 4 REPRESENTATIVE:JOE STRICKLANDJoe Strickland, from Clovis, New Mexico, is the Director of Human Resources for theClovis Municipal School District (CMS), as well as an adjunct professor forClovis Community College. Beginning his 21st year in education, Mr. Strickland is aNational Board Certified Teacher with 15 years of classroom experience. In 2002, hewas named the CMS Teacher of the Year and was a finalist for the 2003 New MexicoTeacher of the Year Award.Since 2006 he has served as an administrator for CMS. Mr. Strickland has been anactive member of AASPA since 2009 and is currently serving as the AASPALegislative Committee Co-Chair. In addition, he has been a member of the Society ofHuman Resource Management (SHRM) since 2010 and co-presented “Transitioningto Electronic Applications: It’s easier than you think!” at the 2012 Skyward iCon Convention in Florida. Joebrings his extensive knowledge of the classroom and passion for student learning to his role asDirector of Human Resources and maintains a ‘students first’ philosophy.PRESIDENT-ELECT:DR. RICHARD VALENTADr. Richard Valenta has been an educator for more than 30 years and has been ahuman resources administrator for 17 years. He serves as Assistant Superintendent ofHuman Resources for the Denton Independent School District in Texas. Prior to hiscurrent position he served as a director and assistant director in Birdville ISD,campus administrator and teacher/coach in Irving ISD, and teacher/coach inCarrollton-Farmers Branch ISD.Under his leadership, the Birdville district received Gallup’s Great Workplace Award in2011. Birdville ISD became the first school district in the nation to receive this covetedaward. The organizations winning the Gallup Great Workplace Award stand apartfrom all others for their ability to create an engaged workplace.Among his civic accomplishments, Richard has served as the director for the Texas High School BaseballCoaches Association Recruiting Service. He also worked with Marketcom – a division of Sports Illustrated –where he worked with Little League teams to promote various competitive sports.In 2008, Dr. Valenta was named Personnel Administrator of the Year by the Texas Association of SchoolPersonnel Administrators (TASPA). He is currently an executive board member for the American Association ofSchool Personnel Administrators (AASPA).Dr. Valenta received his bachelor’s degree from University of Texas at Arlington, his master’s in secondaryeducation from University of North Texas and his doctorate of education from Walden University.www.aaspa.org 11

An Effective Model forMinority Teacher RecruitmentAt a time when the demands on educatorsare greater than ever, we need highlyeffective teachers to meet the criticalneeds of our increasingly diversestudent populations. While 45% oftoday’s public school populations are students of color(primarily African American and Hispanic), only13% of our current teacher workforce is comprisedof teachers of color. To address this problem, Today’sStudents Tomorrow’s Teachers (TSTT) has for nearly20 years, recruited, mentored and trained culturallydiverse and economically challenged students fromhigh school through college and placed over 110alumni as certified teachers in underservedcommunities.Departments of education and teachers’ collegesacross the nation are proposing policies designed toattract the best and the brightest to the teachingprofession. Yet diversity and quality must both betaken into account as we prepare to educate the nextgeneration of teachers for the 21st century workforce.The lack of diversity among educators belies thelasting generational impact that teachers of color makeby serving as mentors and role models for our diversestudents as future educators and other professionals.If we truly want to ensure that we have highlyeffective teachers that reflect the great diversity of ournation, then we must address critical shortage areas ofteachers, especially male teachers and teacherscertified to instruct in STEM subject areas. Only 2percent of the nation’s teacher workforce are maleminorities and only about 1.3 percent, less than10,000, of the available pool of minority high schoolgraduates earn engineering degrees from US collegesand universities.Today’s Students Tomorrow’s Teachers (TSTT) hassuccessfully improved teacher diversity byrecruiting and training high school students withleadership potential. Over 94% of TSTT’s high schoolparticipants graduate from high school with a B+average and 90% are admitted to college. TSTTstudents graduate from college at a rate of 70%, farexceeding the national graduation rate of 41% and agraduation rate of 24% among students of color. Nearly25% of TSTT students are STEM majors and 25% aremale students.When we recruit students in high school weassess their leadership potential. TSTT has a successfulmodel that works. We identify motivated, ethnicallydiverse students for recruitment and continue trainingand mentoring them from 9th grade through collegeand beyond.In 2013, we mentored over 700 high school andcollege students from four states: Connecticut, NewYork, Massachusetts and Virginia. Our 8-yearcollaborative model includes partnerships with 50 highschools and 24 colleges. Our training begins withpersonal and professional leadership development,peer tutoring, mentoring and pre-college readiness,career awareness and teacher preparationexperiences such as teacher observations andshadowing. We find that by starting them early, they12 perspective Newsletter

stick with it and develop into caring, competent andcommitted teachers. This is important, because asignificant number of teachers of color will retire overthe next 2-5 years, as 47% of these teachers have 10-20years of experience and 33% have taught for over 20years.Moreover, the National Commission on Teachingand America’s Future, reports that 56% of teachersmade their decision to become teachers, prior toattending college. TSTT works to ensure that by thetime our high school students reach the 12th grade,they are college ready, and some receive earlycollege credits. TSTT college students attending our 24partner colleges and universities may be eligible for aminimum 50% tuition scholarship which reduces theburden of student loans. We also offer support fromcollege mentors, continued training at our careerdevelopment workshops, mock interviews andsummer internships. Upon certification, we help toplace our graduates in teaching positions in theirhome school communities.TSTT’s full circle approach helps to close theachievement gaps, increases student confidence,college admissions and graduation rates, and teacherretention. In fact, 93% of TSTT alumni teachersremain in the profession beyond 3 years as comparedto 67% in the overall teacher workforce, and 90% ofTSTT teachers continue teaching after 5 yearscompared to only 50% of teachers nationally. TSTT’sPerkins Scholars, our alumni with 10+ yearsteaching in the classroom, are most likely to continuetheir professional training to become principals andschool leaders. They continue to serve as TSTT rolemodels and teacher mentors to prepare the nextgeneration of caring competent and committedteachers.‹‘’“””‹•–’—Œ˜‹Œš›œ›–Ž›——”–‘ž‹Ÿ’Œ—˜ —Ÿ¡‹Œ–• ŸžœŒž‘‹ž’Œ—˜›‹¢—””‹œ‹—’‹£¤—Ž›‹””‹¥ š›‹¦‹Ž˜‹š‹Ž›‹Œ˜‹Ÿ—Œ£›”‹£—Œ¡Ÿœ–Š› ‹Ž›‹Œ ›‹§——ž”Ÿž–Šžž”‹šŽ›——”Ÿ¨Œ‹‹Ÿ¦‘Œœ›• Ÿž Œ‹Ž‹“‹ž›‹©‹Œ¡Ÿ–šŽ›—”Œª£ŒžŸ«¬­®¥ Š‹ŒŽEach of these highly effective teachers representsthe type of role models that our children need, and thetype of teachers that our schools should hire. When werecruit and nurture talented students for the teachingprofession early, they will most likely stay in theprofession and will improve the educational outcomesand life trajectories for thousands of young people.Our nation will benefit from a diverse, well-educated,globally competitive workforce in the 21st century.Bettye H. Perkins is theFounder and Chief ExecutiveOfficer of Today’s StudentsTomorrow’s Teachers (TSTT).Dr. Perkins, an educator andformer IBM executive, hasspent the past 20 yearsdeveloping and implementingeducational programs toenhance the academicachievement of young peoplefrom New York throughout the northeast. She is therecipient of many awards and proclamationsacknowledging her outstanding achievement inEducational Leadership. Dr. Perkins received the SpecialParent Honoree Award from the New York StateEducation Department and the Pathfinder Award fromthe New York State Association of Women inAdministration.Dr. Perkins received a bachelor’s degree in Educationfrom North Carolina A&T State University, a mastersdegree in Education Administration from PaceUniversity, and a doctorate degree in EducationalLeadership and Urban Policy from FordhamUniversity, where she documented TSTT as a newRegional Collaborative Pre-collegiate Minority TeacherRecruitment Model. Her work was also published as abest practice for Human Capital ManagementStrategies by the American Association of SchoolPersonnel Administrators (AASPA) in July of 2009. Dr.Perkins has been featured in the Amsterdam News andwas recently profiled as a Notable Neighbor in theWestchester County Journal News Newspaper andreceived awards in 2013 Westchester Library System,and the Greater New York Chamber of Commerce.www.aaspa.org 13

HIRING TOOLS THAT MINIMIZE THEIMPACT OF WORKPLACE FRAUD INEDUCATIONAL INSTITUTIONSIt is widely reported that the current economyhas increased the prevalence and impact ofemployee theft and fraud throughout the entireeconomy. Unfortunately, from the standpoint ofeducators, the growth of these and other formsof employee counter-productivity has been particularlyproblematic in the field of education.A search of the Internet quickly reveals that thereare thousands of reported instances of employee theftthat have recently occurred within all levels of ourcountry’s educational system. The following are recentreports that are representative of the thousands ofdetected occurrences:• On June 19, 2013 it was reported that the TippecanoeValley School Corporation in Indiana is owed morethan $300,000 by the estate of its former Treasurer.According to state auditors, the Treasurer stole thefunds from January 1, 2010 to January 31, 2013.• On May 24, 2013 it was reported that a previousActivities Secretary for East High School in Anchoragewas indicted due to suspected theft of $80,000.• A June 20, 2013 report indicates that a former highschool math teacher in Ohio was being charged formissing ticket sale money. According to schoolofficials, over $46,000 was missing.• On June 21, 2013 it was reported that two additionaleducators had been indicted for participating in a testcheating ring. According to Federal prosecutors, thetwo teachers paid a former teacher in Memphis toarrange for stand-ins to take their certification exams.• A February 13, 2013 report indicated that a numberof people were arrested in connection with aninvestigation of a $1.5 million theft within theBensalem School District. Arrested were theBusiness Manager, Facilities Manager, Bus Mechanicsand Groundskeepers.In light of the above findings, it is obvious that aprudent educational institution must address thesegeneral ethical issues when evaluating job applicantsfor employment. Some of the tools that are helpfulto address these issues are reference checks, criminalbackground checks, interviews and written integritytesting. Following is a discussion of the advantages anddisadvantages of each of these tools.Integrity tests have been used by employers for overforty years. These instruments have been developed topredict whether an applicant will engage invarious forms of workplace counter-productivity (e.g.,fraud, absenteeism, theft, not working during workinghours). Research in the area of personnel psychologyhas consistently shown that these tests are extremelyeffective in addressing workplace counter-productivity.A representative quote from an extensive review ofthe research on written integrity tests states: “Resultsindicate that integrity test validities are substantial forpredicting job performance and counterproductivebehaviors on the job, such as theft, disciplinaryproblems, drug use and absenteeism.”In addition to the strong validity evidence discussedabove, integrity tests have been shown not to exhibitdisparate impact. These tests have been administeredto millions of job applicants over the last forty yearsand have not been a lightning rod for litigation (onlyabout 35 challenges). Moreover, in the case of everychallenge, the Equal Employment OpportunityCommission (EEOC) or the relevant state humanrights agency has found in favor of the employer. Alsofrom a legal perspective, integrity tests can be a usefulform of defense to negligent hiring suits.Finally, written integrity tests are relativelyinexpensive compared to all of the hiring proceduresdiscussed in this paper. The use of these tests is furtherfacilitated by the fact that they can be easily andquickly administered either online or via a toll freenumber. As a result, high risk applicants can bescreened from contention for a job before wasting timeand money on interviews, criminal background checksand references.14 perspective Newsletter

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Reference checks are a very important componentof any applicant screening process. They can beuseful in documenting that the information providedby the applicant via resume and/or interview istruthful. Additionally, the reference check isimperative to help insulate an employer againstnegligent hiring liability.Unfortunately, there are many downsides toconducting reference checks. First, they are timeconsuming and costly to conduct. Second, applicants’previous employers often provide no substantiveinformation due to the potential of being subject todefamation claims. Finally, if an employer utilizes athird party to conduct reference checks, then theemployer has to ensure that it is complying with theFair Credit Reporting Act (FCRA), along with its manynotice requirements.Since past behavior is a good predictor of futurebehavior, criminal background checks are useful inhelping determine whether a prospective employeewill steal from an institution. On the other hand,ADP’s 2007 Annual Screening Index indicates thatonly 5 percent of criminal background checks reveal aconviction.Another issue with respect to criminal backgroundchecks stems from the fact that they exhibit a disparateimpact on the basis of race. As a result thereof, theEEOC has been highly focused and scrutinizing ofemployers’ use of these checks, as typified by suitsagainst Dollar General and BMW in June of this year.This means that an institution needs to really ensurethat applicants must only be rejected on the basis ofconvictions that are job-related and consistent withbusiness necessity.Interviews are an integral part of the hiringprocesses and can be very useful when conducted bytrained professionals using a structured format. Whileinterviews can be useful to help identify falsehoodscontained within an applicant’s resume, they generallyare very poor predictors of ethical behavior. Hence, aninstitution should focus on ensuring that itsinterviewers are well trained, unbiased and focused onuncovering resume misrepresentations.In summary, educational institutions seem to beoverwhelmed these days by various forms ofworkplace counterproductivity—especially theft andfraud. However, these institutions can effectivelycombat these problems in the employment processthrough the use of various screening tools. Certainlyan employer’s goals and jobs will dictate whether all orjust some of these tools are used in the hiring process.However, given the effectiveness and utility of writtenintegrity tests, prudent institutions should stronglyconsider their implementation.David W. Arnold is GeneralCounsel for Wonderlic, Inc., wherehe is involved with legal issuesconcerning privacy, negligent hiring,employment testing and equalemployment matters. He also servesas General Counsel for theAssociation of Test Publishers. Inthis capacity, Dr. Arnold is in chargeof legislative monitoring and hastestified on many occasions before various legislativecommittees on issues related to testing.Dr. Arnold’s prior background includes positions withcivic and academic organizations, in addition tocorporate assignments with Supermarkets GeneralCorporation, United Airlines and Pearson. He holds aJ.D. from Loyola University Law School and a Ph.D. inindustrial psychology from the University of Nebraska.He has also served as Chairperson of the AmericanPsychological Association’s Committee on Legal Issues.David has also written over 100 articles regardingtesting and employment law/legislation and spokenfrequently to various trade groups regarding these topics.16 perspective Newsletter

http://talentedk12.com/aaspaA better way tohttp://talentedk12.com/aaspamanage evaluations.http://talentedk12.com/aaspa“TalentEd Perform makeshttp://talentedk12.com/aaspathe process painless.”http://talentedk12.com/aaspahttp://talentedk12.com/aaspahttp://talentedk12.com/aaspahttp://talentedk12.com/aaspahttp://talentedk12.com/aaspahttp://talentedk12.com/aaspaDistrict and school leaders face an ever-changing evaluation landscape. Thankfully,customizable principal- , teacher-, and HR-friendly cloud-based performance evaluationsoftware is here – convenient for any K-12 district or institution, anywhere. TalentEdPerform empowers your evaluations, your way, so you can concentrate on developing andretaining effective teachers and school leaders.Click toLEARN MOREhttp://talentedk12.com/aaspaTalentEdK12.com/AASPAhttp://talentedk12.com/aaspaCloud-Based K-12Teacher Evaluation Software1.800.490.9686 | ©2012 Netchemia, LLC. All rights reserved.

YOU’VE GOT TO HAVEA GAME PLANThis is my journey with Hoke CountySchools. Hoke County Schools is a midsizerural school system in Raeford, NC.In 2006 when I came to Hoke CountySchools in North Carolina as the AssistantSuperintendent of Human Resources, I was facing 90vacancies. The very next year, we had reduced thatnumber of vacancies to 35 and have continueddecreasing the number of vacancies each year. In2006, we had over 250 beginning teachers and as oftoday we have a total of 172. In order for us to besuccessful in our recruitment and retention efforts,Hoke County Schools developed a game plan tosupport our beginning teachers.Our plan utilizes system-wide support andinvolvement in the community. The system-widesupport consisted of a strong strategic plan,administrative support for Human Resources andcentral services. We implemented professionallearning communities and collaboration across allgrade levels for support. The aligned support forteacher success is a three-tiered support system.The first tier is the District Mentor Approach. Adistrict mentor from Human Resources has monthlysupport meetings with our beginning teachers andalso works with the teachers on an individual basis.The district mentor shares team-building activities andinstructional improvement strategies.The second tier is an additional level of academicsupport. All of our elementary schools have academiccoaches and our middle and high schools haveinstructional facilitators. The coaches and facilitatorsmentor our beginning teachers in every area whilepresenting research-based professional development tomeet their individual needs.The third tier is designed by the individual schools.School support teams are developed in every schoolwhich creates a specialized teacher in every area to assistbeginning teachers. Strong professionallearning communities and grade level meetingsprovide a collaborative environment for addressingissues and sharing practices. Schools also provide“buddy teachers” for every beginning teacher.To ensure our teachers receive a great start to thenew school year, Human Resources creates a weeklong new teacher induction process. During this week,collaborators present information on legal practices,benefits, classroom management, finance issues and ahost of professional development venues. Teachers alsohave a day preparing their classroom, receive a tour ofour county and enjoy fellowship at a local restaurant.Another area of support is with our lateral entryteachers. Licensure assistance is readily available on adaily basis and also with scheduled quarterlysupport meetings. Our lateral entry teachers attendour beginning teacher meetings and have a ten dayonline induction program.Human Resources plan a number of activities tobond our many new in-state and out-of-state teachers.Some of the activities include a new teacher yard sale,attending the first football game, Chamber ofCommerce reception, Walk for Literacy, holidaycelebrations and teacher appreciation events.Human Resources meets monthly with ourRecruitment and Retention Task Force. This task forcehas representatives from every school, Board ofEducation, and the community. This team developed adistrict incentive package.• Community Connections-discounts from variousbusinesses for our teachers• Signing Bonus• Relocation Bonus• Attendance Bonus• Tuition Reimbursement• Local Supplement18 perspective Newsletter

Our last major incentive for recruitment andretention has been our new Echo Ridge TeacherApartments, which opened June 1, 2013. This is apartnership with Hoke County Schools, HokeEducation Foundation and the State Employees CreditUnion. Our beautiful apartment village is nested in ourquiet, friendly community of Raeford, NC.This has been my journey with Hoke County Schools,a journey of improvement, support, relationships and astrong work ethic. This is our game plan and this is theHoke County Way!http://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comhttp://www.crownglobalconsulting.comDr. Cheryl Benson hasbeen the Hoke CountySchools AssistantSuperintendent of HumanResources for seven years.She was named thePersonnel Administratorof the Year by theAmerican Association ofPersonnel Administrators.The Herb Salinger Awardrecognized her for her outstanding contributions onthe local, regional, state, and national levels.Dr. Benson is heavily involved in community, civic,and church organizations, and is on the advisoryboard for The Sandhills Leadership Academy. She hasalso received the Examiner for NC Education forExcellence Award and has served on the NC StatePolicy Community and License Review Panel. Sheearned her doctoral degree in EducationalLeadership from Nova Southeastern University.Dr. Benson received an Educational SpecialistCertification from NC State University and a degreein Business Education from Appalachian StateUniversity. Previously, she served as a principal for15 years in elementary, middle, and high schools inGranville, Harnett, and Randolph Counties. Dr.Benson has recently accepted the AssistantSuperintendent of Human Resources position forFranklin County Schools effective August 1, 2013.www.aaspa.org 19

Innovative organizations across the country arelooking closely at how they “do business.”Traditional change management strategies—such as Lean, Six Sigma, balanced scorecardmethodology, process re-engineering, five-yearstrategic planning, and LEED—are now being usedsuccessfully by hospitals, foundations, governmentagencies (e.g. the Army), and even K-12 and highereducation. In particular, many school districts arerecognizing the value of including all staff anddepartments, from construction and operations totransportation and human resources, in conversationsaround accountability, human capital development,process improvement, and other areas critical toimproving educational opportunities for students.Using examples from pioneering districts across thecountry, following are 10 key strategies that educationorganizations should take to create a holistic,data-driven, performance-based approach toimprovement that helps reduce costs, increaseefficiency, and ensure sustainable change in schools.Developing and communicating a clear, succinctstrategic plan is critical to ensure all staff know theorganization’s mission, vision, goals, and measures ofsuccess. Some organizations hire consultants to createelaborate strategic plans and data reporting systemswhile others collaborate with internal and externalstakeholders to develop a plan on their own.Employees must not only know the organization’sgoals, but understand how they personally affect theoutcome of those goals. This can only be done throughincreased data transparency and intensecommunications. In 2010, Tulsa Public Schoolsdeveloped district and department-level scorecardsthat included measures that were aligned to itsstrategic plan. The district also administered a districtwidecustomer service survey. What was the purpose?To collect data to inform process improvement, as wellas create a comprehensive system of sharedaccountability in which every employee understandstheir impact on student success. Talia Shaull, ChiefHuman Capital Officer in Tulsa, explained, “Thecornerstone of our reform framework is based on ourteacher and leader effectiveness strategy whichencompasses more than just an evaluation system, butinstead focuses on a systemic approach to improvingperformance at all levels, including central office.”Human capital in education should be comprehensive,focused not only on recruiting, selecting, onboarding,developing, and rewarding the right people, but alsocreating an organizational climate that promotesimprovement of all processes and employeeperformance. To be successful, these strategies must bealigned with the organization’seducational-improvement goals and measures as wellas grounded in strong leadership, change management,and communication with stakeholders.Whether the goal is to reduce their environmentalfootprint or save money, organizations across thecountry are being more deliberate about how theydesign, construct, operate, and maintain their facilities.For example, Houston Independent School Districtis committed to saving energy and resources throughits Green Schools Initiative. Board Trustee Harvin C.Moore said that “In HISD, we have learned thatgoing green doesn’t just preserve the environment. It’s20 perspective Newsletter

http://www.datawerkslimited.comhttp://www.datawerkslimited.comhttp://www.datawerkslimited.comhttp://www.datawerkslimited.comhttp://www.datawerkslimited.comhttp://www.datawerkslimited.comhttp://www.datawerkslimited.comhttp://www.datawerkslimited.com http://www.datawerkslimited.comalso a sound fiscal strategy.” As of October 10, 2012,HISD had 20 schools that are in the process ofreceiving Leadership in Energy and EnvironmentalDesign, or LEED, certification, and 10 schools that arealready LEED-certified.Regularly communicating information about projects,processes, and responsibilities in a consistent languageacross the organization will encourage departmentsand employees to interface with each other to solveproblems, rather than duplicate efforts.Internal and external customer needs should always bea part of the school-improvement conversation. Manydistricts administer surveys and/or focus groups withstakeholders, including teachers, parents, staff,community members, and more, to gather feedback.The Miami-Dade County Public Schools Office of HumanResources, Recruiting, PerformanceManagement, and Labor Relations offers an onlinesurvey to collect data from customers around thequality of service and professionalism of staff in thedistrict.By nature, most people are not process-thinkers.Therefore, it is important to show those responsible forexecuting the work where improvements can be made.Denver Public Schools is learning this first-hand. Areport compiled by the Michael and Susan Dell Foundation,Denver Public Schools: The impact of schoolbasedmanagement on student achievement, discusseshow the district used Lean and Six Sigma to streamlineand improve processes with great success. The reportnoted, “DPS leaders were able to identify processeswithin the district that were highlyleveraged—those that require large amounts of manualdata entry, financial resources, and employee time. Inmany cases, causes for defective processes have beenrepaired and additional resources have been madeavailable.”www.aaspa.org 21

Reviewing scorecards can provide districts theopportunity to reflect on data over time as well asanalyze trends or patterns. Hundreds of districts acrossthe county are developing scorecards, as they are aneasy and transparent communication tool. Forexample, many districts in Georgia, such asFulton County School District, Atlanta Public Schools,McDuffie County Schools, Candler County SchoolDistrict, and DeKalb County School District, are usingbalanced scorecards that not only includeschool-based measures but measures around areassuch as human capital.Organizations are using performance managementinitiatives to challenge norms and stimulate new ideas.They are not just thinking “outside the box” when itcomes to educational improvement. They are “thinkinglike there is no box.”Waste can come in many forms, including defectsor errors, overproduction, waiting, and not utilizingpeople’s talents. What could this look like in a K-12district or higher education institution? There couldbe employee payroll errors, building lights left on afterhours, excessive use of the copy machine, expired food,or text books and supplies gathering dust in a closet. In2010, Bartholomew Consolidated School Corporationin Columbus, Indiana used Six Sigma principles andpartnered with local businesses to encourage studentsto help reduce waste. As a result, the district expects tosave more than $6 million over the next ten years.All education leaders should evaluate whether theirdistrict is looking at improvement holistically. Are youusing data to ensure school construction projects arecompleted on time; monitor and increase the customersatisfaction of parents; make transportation safer andmore efficient; strengthen teacher and leadereffectiveness; reduce the amount of paper, supplies,and utilities used district-wide; or provide feedbackand coaching to support human capitaldevelopment? These and many other strategies areall part of a holistic, data-driven, performance-basedapproach to educational improvement that maximizesopportunities for our students.Emily Douglas is a Director of Human Capital at Battelle for Kids, a not-for-profitorganization that works with states and school districts across the country to improveeducator effectiveness and accelerate student growth. She has her master’s in Labor andHuman Resources and MBA from The Ohio State University Fisher College of Businessas well as her Senior Professional HR certification. In addition to her work at Battellefor Kids, Emily keeps the K-12 Talent Manager blog for Education Week where sheexplores issues, trends, and promising practices for human capital in education. She canbe reached at edouglas@battelleforkids.org or on Twitter at @EmilyDouglasHC.Teresa Daulong is a Human Capital and Client Engagement Specialist at Battelle forKids. She has utilized her expertise in the area of performance management, humancapital, and customer service to support Battelle for Kids’ work with districts tosuccessfully design, implement, and refine systems of shared accountability including theidentification of district, school, central office department, superintendent and individualperformance measures as well as build expertise around process improvementmethodologies. Teresa also works to help districts align and refine human capitalprocesses and systems, based on customer needs. Teresa has a green belt in Lean SixSigma and more than 15 years of previous experience in workforce management andhealthcare. Teresa lives in Houston, Texas. She can be reached attdaulong@battelleforkids.org or on Twitter at @TDaulongPerfMgt22 perspective Newsletter

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