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11 months ago

Transition Team 2016-17 Final Report

42 \ TALENT DEVELOPMENT

42 \ TALENT DEVELOPMENT • Differentiated career pathways that enable teachers and principals to reach more students, develop others, and support struggling schools that need them the most. 5. Define a clear theory of action for school leadership, including how are leaders developed, cultivated, supported through: • A clear Theory of Action (TOA) for leadership pathways so that teachers hired can see clear pathways and progressive opportunities to develop as leaders. The TOA should synthesize how great leaders support great teaching and leadership in the classroom. • A strengthened principal supervisor role, with the appropriate support and span of control to develop principals and meet school needs. • The theory of action should synthesize how a coherent leadership pipeline strategy that begins at the point of teacher leadership, and runs through aspiring, novice and veteran principals, and principal supervisors. 6. Develop the capacity of the workforce through a: • Timely, relevant, job-embedded feedback and a coherent system of continuous and differentiated professional development to help teachers build their practice, from the point of entry into the teaching profession and throughout their careers. Ensure time and resources that support teacher and principal growth. 7. Improve compensation policies and strategies to align with core district and student achievement goals through: • Competitive pay and rewards for successful teachers and principals who serve the highest need students or work in hard-to-fill roles. • Study current compensation trends, strengths and weaknesses. • Work with teachers and principals to identify key opportunities for improvement. • Planning for significant shifts in compensation that better align teacher and principal pay to top district priorities for students, attract high-performing teachers to high-need schools. • Identifying strategies from programs like Mission Possible and Opportunity Culture to identify strategies that can be brought to scale. 8. Sequence and Timing of Recommendations: We recommend the following timing and sequence of implementation in support of our high-level recommendations: Within the next year: • Develop the clear definition of excellence through an instructional framework and theory of action, for teachers, principals, and all staff. • Clarify talent decision-making roles. • Introduce specific recruiting strategies. • Confirm core competencies that incorporate a focus on equity and cultural proficiency, and design and implement revised screening steps. • Engage higher education partners in strategic planning to strengthen recruitment and pipeline strategies. • Move up the hiring timelines. • Introduce principal supports for strategic retention. • Begin gathering data on compensation, career pathways, exits and retention. • Identify career pathways and compensation strategies that can be brought to scale. • Study the potential for improved, relevant, job-embedded professional learning. In 1 to 2 years: • Design and implement an approach to professional learning grounded in the district’s theory of action and instructional framework. • Design a compensation strategy with teachers and principals, guided by the district’s key priorities for student achievement. • Design and develop key career pathways. In 2 to 3 years: • Begin to pilot key compensation and career pathway strategies. In 3 to 5 years: • Study the impact of key approaches and make midcourse corrections and refinements as needed. • Complete implementation of compensation and career pathway strategies.

ORGANIZATIONAL STUDENT EFFECTIVENESS ACHIEVEMENT \ 43 ORGANIZATIONAL EFFECTIVENESS SUB-COMMITTEE REPORT