State Alliance Orientation Who Are We 2 Urban

+ State Alliance Orientation

+ Who Are We? 2 Urban Schools Human Capital Academy, Founded 2011 We develop, support, and network human capital leaders in schools, districts, and states to drive measurable improvements in teacher and principal quality Best People Knowing Your Schools Data and Information = Best Results Customer Service Best Decisions

+ 3 The State HC Alliance Team

+What is Our Key Work? 4 USHCA Programs State Alliance Emerging HC Leaders The Academy & District Support Principals as HC Managers Improved Teacher & Principal Quality for Students

+ Why Do We Do This Work? Human Capital is the Key Lever in Schools 1/3 of all HS graduates meet minimum college readiness criteria • Less than ¼ of African American graduates college ready • Only 20% of Latino graduates college ready School-based Factors Impacting Student Achievement Principal 25% Teacher 33% Other 42% Effectiveness Matters Difference between 3 consecutive yrs of effective teachers vs. ineffective = 52 percentage points Money Matters ~85% of school systems’ budgets = PEOPLE 5

+ 6 Strategic Human Capital Management The collective and individual knowledge, skills and abilities available to apply to an organization’s goals* USHCA’s 4 Principles of Strategic K-12 HC Work 1. Contributes to the quality of teachers and principals 2. Aligns to instructional improvement needs 3. Builds principal capacity as HC managers 4. Measures key indicators for continuous improvement * Definition adapted from Teaching Talent: A Visionary Framework for Human Capital in Education

+ Why a State Human Capital Alliance? States are Uniquely Positioned § Impact More Districts – All districts need great teachers and leaders to improve student learning § Grow a National Network – Power of bringing teams together to learn from each other moves HC work forward § Influence HC Environment – States play a key role in shaping HC conditions, especially under ESSA § Increase Alignment – Support alignment between state policies and practices and district needs 7

+ Who is in the State HC Alliance? Our Network Blue – Cohort 2 States Green – Cohort 1 States 8

+Our Research & Learnings Takeaways that Guided the Focus of the State HC Alliance § Teachers are the in-school levers that matter most § Pipelines are not sufficient to meet district needs § Imbalance of supply and demand in areas of need – and lacking diversity § Some state barriers exist to great HC management § Examine licensure, compensation, terminations, etc. § Desire from districts for more supports to share and use data and learn best HC practices 9

+ What is the Vision for the Alliance? States in the Alliance: 1) Become a more strategic support to districts 2) Collect, analyze, and share HC data to assist districts in measuring workforce quality 3) Examine potential barriers that might impede best HC practices 4) Share promising and innovative strategies in HC – within and across states – that will allow for more rapid improvement 10

Why What How + Guiding Themes for the Week 11 Regulator * Influencer * Connector * Innovator Data Pipelines Utilizing Data to Drive HC Improvement Improving Supply to Meet Demand Barriers Removing Barriers to Great HC Management Districts Expanding District-Level HC Capacity State Human Capital Priorities to Improve Educator Quality & Close Achievement Gaps

+ 12 Refresher Orientation Overview STATE ROLE n WHAT is the State’s Unique Work? SCAN Tool n HOW does that Work Get Done? 4 Approaches DISTRICT ROLE n WHAT is the key HC Work of a District? Puzzle Pieces

13 + SCAN Tool State Context Analysis

+ 14 The State Context Analysis (SCAN) Tool The Foundations of Strategic Work in 4 Key Areas n An in-depth tool to analyze state context n Backed by research, best practice, and measurable benchmarks n Focused on critical actions in 4 key areas to make progress

+ SCAN Tool Structure Component Parts Key Area – Focus this week #1. Utilizing Data Not Area of to Drive HC Current Improvement Focus Collecting and Analyzing Data A. on Supply and Demand of Teachers 15 Stages – Details functionality in the lever across a continuum Stage 1 Stage 2 Stage 3 Collects new teachers Collects and analyzes graduating new teacher supply from Schools of from all pathways Education but (graduates of teacher does not preparation providers collect data and incoming from all teachers from out-ofpathways and state) and compares does not supply to demand; analyze or does not share data share with key stakeholders information or use data to inform from the data solutions collected Lever – Details key activities or actions HR should take. Note: Levers in Pillar 1 are color coded to on how they map to data needed for Pillars 2, 3, and 4 Metrics Analyzes supply and demand data by subject and level for new teachers and from all pathways (graduates of teacher preparation providers and incoming teachers from out-ofstate) and shares information with key stakeholders to understand teacher pipeline challenges and inform solutions Metrics – What to measure Benchmark Metric(s) Number of graduates by teacher Supply and preparation Demand provider and by data within teachers coming 5% of each from out-ofother by state, by subject and grade level and compared to vacancies throughout the state Benchmark Metrics – Target/ Goal

+ 16 The Work of Key Area #1 Utilizing Data to Drive Human Capital Improvement ACCESS + ANALYSIS APPLICATION n Outlines the most important data SEAs should collect, analyze, and share to drive HC improvement n Grounds your work in objective measures n Supports the work of Key Areas 2, 3, and 4 Source: Framework adapted from Schuermann, et. al. (2014). Supporting Principals to Use Teacher Effectiveness Data for Talent Management.

+ The Work of Key Areas #2 & #3 17 Pipelines & Barriers Key Area #2: Improving Supply to Meet Demand • • Supply Diversity Performance Innovation + Key Area #3: Removing Barriers to HC Management at the Local Level • • Licensing Compensation Incentives Exits Great Teachers, Where They are Needed, Now & in the Future Key Areas 2 & 3: n Impact current and future work to get, grow, & keep teachers n Are grounded in facts, research, outcomes, & district perspective n May be provocative based on your state context

+ The Work of Key Area #4 18 Expanding District-Level HC Capacity Knowing the ”Right” Work of Districts + Expanding District HC Capacity Increased Teacher Quality in Schools & Classrooms Key Area 4: n Focuses on the partnership between states and districts to increase teacher quality n Positions states to better serve district needs

+ Your Assessment 19 Strengths & Struggles Where are we strong? Where do we struggle? Why? Data Pipelines Barriers Districts Utilizing Data to Drive HC Improvement Improving Supply to Meet Demand Removing Barriers to Great HC Management Expanding District-Level HC Capacity

20 + Approaches States Can Use Solving Human Capital Challenges

Why What How + Guiding Themes for the Week 21 Regulator * Influencer * Connector * Innovator Data Pipelines Utilizing Data to Drive HC Improvement Improving Supply to Meet Demand Barriers Removing Barriers to Great HC Management Districts Expanding District-Level HC Capacity State Human Capital Priorities to Improve Educator Quality & Close Achievement Gaps

+ Four Key Approaches 22 “HOW” You are Working Regulator Influencer 4 Approaches to State HC Work Connector Innovator

+ Regulator Approach Regulator Influencer 4 Approaches to State HC Work Connector n Innovator Key Attributes n n Articulate common standards Craft regulations, rules, and guidance Ensure adherence to regulations Help interpret regulations to support flexibility Best Match When… • Implementing standardized practices • Implementing research-based practices for all to adopt An Example New Mexico’s licensure renewal based on performance 23

+ Influencer Approach n Key Attributes n n Regulator Influencer 4 Approaches to State HC Work Connector Innovator Encourage action using knowledge of districts, data, and best practices Persuade others to create change from their role Best Match When… • Challenges with multiple stakeholders involved • Areas where you have limited direct authority but strong expertise or info to share An Example Oklahoma’s Supply and Demand Reports 24

+ Connector Approach Regulator Influencer 4 Approaches to State HC Work Connector n Innovator Key Attributes n Nurture purposeful, productive relationships and networks n Support inter-organizational learning, sharing, and problem-solving Best Match When… An Example • Build capacity re: challenges some, Florida’s Monthly but not all, have solved Learning PLCs • Common/ shared challenges Colorado’s Performance Management Pilot 25

+ Innovator Approach Regulator Influencer 4 Approaches to State HC Work Connector n 26 Innovator Key Attributes n n Help others think of challenges in new ways Devise new programs, as well as allow for local experimentation Best Match When… • Challenges with no current solution • Challenges that are agnostic to methods and rely on results An Example South Carolina’s Call Me Mister Program Colorado’s Turnaround Network

+ Assess How You Spend Your Time What percentage of time do you spend in each Approach area? Regulator Influencer 4 Approaches to State HC Work Connector Innovator 27

+ Use Multiple Approaches, As Appropriate Approaches not Mutually Exclusive Regulator Update certification requirements Connector Bring together districts to apply pressure to TPPs or share strategies Influencer Share data with TPPs to alter supply Innovator Create new statewide pipeline route 28

+ 29 Matching the Approach to the HC Challenge Additional Considerations § Authority § Buy-in § Context § Capacity § Timing

30 + Teacher Puzzle Pieces Strategic HC Work in Districts

+ Comprehensive Body of Knowledge The Strategic Work of District HR Teacher Puzzle Pieces 31

+ 32 Anatomy of the Puzzle Pieces Understanding the Graphic Interlocking Pieces – symbolizes how all work connects Focus on Principal – centers on HR’s key customer Surrounding Context – Conditions that impact the “right” work Teacher Puzzle Pieces Puzzle Piece Title – one key component of the “right” work Italicized Font Subtitle – what you can expect as a result if you’re highly functional in this area

+ 33 Common Barriers Keeping Districts from the “Right” Work n Budget constraints n Lack of HC Strategy – “Random Acts of HC” n Union/ Association restrictions n Less than functional HR policies n Manual/ paper processes n Lack of data-driven culture n System for input from key stakeholders n Federal & state policies that are compliance-driven

+ State Reflection Teacher Puzzle Pieces Considering the focus of your work at the State: n Where do you provide the: n most support to districts? n least support to districts? n In what one area do you want to provide more support? Why? 34

35 + This Week What to Expect

+ 36 Key Tools this Week The Guided Discussion Plan will help you… n Reflect on key questions n Summarize key next steps to assist you in identifying “Monday Morning” actions and plans for longer-term change n Look for this graphic to direct you to your Guided Discussion Plan HRin. ED. org will help you… n Access the content

+ 37 Framing for this Alliance Things you can expect: n Diverse roles representing each state n Working sessions for state teams n Time to share and learn from other states n Tools you can use when you return home

+ 38 Big Questions For the Week 1. What are the ways states can use data to be a change agent? 2. How do states use district input & voice to improve policy and practice? 3. How can the state influence and differentiate supports to districts in the 4 key areas? 4. How do we make the best use of this Alliance through learning, sharing practices, and problem-solving?