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

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 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) 2

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Agenda Hiring  Recruitment  Workforce Diversity  Performance Evaluation  Excessed Teachers  Leadership Development  3

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Transforming recruitment & hiring June 7 th : 75% of hiring complete 4

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 5

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Recruitment 2013 2014 17 issued 98 issued Letters of Commitment (13 candidates of color) (all candidates of color) 109 issued Letters of Intent Not issued (48 Black, 7 Hispanic, 12 Asian) Community 10 contacted 51 contacted Organizations HBCUs targeted 3 18 Career Fairs 6 local colleges 17 colleges & universities Monthly communication Colleges & Universities Occasional contact with 42 MA colleges & universities BNN, Metro, El Planeta, El Planeta, El Mundo, Touch 107, Teachers of Teachers of Color, Bulletin, Advertising Color, Troops to Teachers, MBTA, Reporter, Banner, 6 IBEW Billboard IBEW Billboard

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Recruitment outcomes 7

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Marketing & advertising 8

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Workforce diversity 9

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Workforce diversity Asian Black Hispanic Other White 5.9% 21.2% 10.0% 0.6% 62.4% 10/2013 Teachers & 3/2014 6.2% 21.0% 9.9% 0.5% 62.4% Guidance (Post-probable org) Counselors 5/2014 6.2% 22.1% 10.4% 0.6% 60.8% Guild 3.6% 32.1% 11.4% 0.0% 52.9% (May 2014) Managerial 7.6% 33.4% 13.6% 0.3% 45.0% (May 2014) Principals & Headmasters 2.9% 38.8% 10.1% 0.0% 48.2% (May 2014) Attrition Asian Black Hispanic White Other AVG 5.8% 7.4% 8.6% 7.0% -- 7.2% 2010-11 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% 10

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Performance evaluation: In teachers’ words… “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 11

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Performance evaluation Teacher evaluation completion rates continue to improve 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) Mid-Year End-of-Year Evaluations Evaluations*** Beginning in 2014-15, 44%* 70% 2012-13 (Year 1) educator performance evaluations will begin 93%** 86% 2013-14 (Year 2) to incorporate a rating of impact on student learning * Data from March 19, 2013 ** Data from January 13,2014 12 *** Data from May 15 of each school year

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Performance evaluation  OHC Implementation Specialists have conducted co- observations 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 13

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  14

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Excessed teachers 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) 15

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 16