Board of Education Meeting – January 10, 2011

TALENT MANAGEMENT
UPDATE

New Haven, A City of Great Schools 1

 Overall Strategy for School Change
Why School Change? What are our Goals?
• Through the work of many educators and staff, NHPS has made good • Close the gap between the performance of New Haven
increments of progress in improving student learning students and the rest of the State
• However, too many students are not adequately prepared for more • Cut the drop-out rate in half
education or their life when they leave us – too many lag their peers • Ensure that every graduating student has the academic
around the state, too many drop out, and even among those that go to ability and the financial resources to attend and succeed in
college, too many don‟t finish college

What is the Vision for Transforming Our System?

• Students learning through meaningful and coherent experiences in individual classrooms, among different classrooms, and in the rest of
their lives
• Schools as the centers for learning, where teams of adults take collective and empowered responsibility for students, working separately
and together to move students from where ever they start to the highest performance levels, collaborating without fault
• The district and schools acting to support development, innovation, and adaptation, both by schools and by individuals

Strategies: How will We Achieve Our Goals and Vision?

Ensuring meaningful focus on broad measures of students learning (21st Century Skills and Portfolio Assessment, NHPS Data Days,
Strengthening Quarterly Assessments)

Portfolio of Schools Talent Community & Parents

Each school will be organized and supported Adults in the system will be managed as The work of the school system will be as
on its own unique path to success professionals to encourage collaboration, aligned as possible with the other adults who
empowerment, and responsibility for work on behalf of students, including parents
(Tiering of schools, School Turnaround and outcomes – and this will enable us to attract, and community organizations
SIG, School Climate Survey, School develop, and retain the highest caliber staff
Governance Committees, Central Office (Increasing Parent Involvement, Boost!
Effectiveness and Feedback Survey) (Teacher, Principal and Central Office Collaboration with the United Way)
Evaluation and Development Systems; New
Pipelines of Leadership Development)

New Haven, A City of Great Schools

2
Talent Management
• For discussion today

TEVAL

Talent Development Core PEVAL

Principles
►Prioritizing coaching,
development, and active feedback
►Incorporating student learning
measures, particularly growth, as a CEVAL
factor in individual responsibility

SEVAL • For subsequent

discussion

New Haven, A City of Great Schools 3

 Summary of Current Status and
TEVAL Components Issues for On-Going Focus
• Goal setting conferences completed,
Student
including both goals for student learning
Instruct- Learning
Growth
• Multiple components of teaching and teacher development focus
ional
Practice included in evaluation and coaching • Continued challenge to identify
• All components evaluated from Needs meaningful measures for student
Profess-
ional Improvement (i.e. “1”) to Exemplary (i.e. learning, including in non-tested
Values
“5”), and synthesized to a summative areas and grades, especially high
rating school (i.e. Common Core
Assessments)
• Need to strengthen process to
Summary Rating assess and strengthen teacher goal-
setting,

TEVAL Process • 25 of 45 schools identified potentially

needs improvement and exemplary
Professional Interactions: Observation and Situational Feedback teachers at the start of the year, and
are currently engaged in validation
process
Identification of „NI‟ and „EX‟ teachers
triggers Validation Process • First round of validation process
completed – need to assess calibration
of 3rd party validators to instructional
practice continuum
Nov 1

Mar 1

July
Sept

Goal Mid-year End of Year

Setting Conference Conference • Need to develop a data system to track
Conference and manage the compliance of all
school level requirements of TEVAL,
and to link with tenure and licensing
work

New Haven, A City of Great Schools 4

Goal Setting- Teacher & IM agree on:
Student Learning Growth Goals (2)
Examples:
• The number of students scoring basic and below on the 2011 gr 7
Reading CMT will decrease by a minimum of 20%
• 70% of students will increase their DRP by 4 points or more from Fall to
Spring
• 70% of students will increase their inquiry scores by 2 points from the
quarter 1 to quarter 4 on the Phy-Chem district assessment

Professional Development
• Focus linked to Instructional Practice and/or Professional Values
Frameworks
• Development Plan including activities and resources

New Haven, A City of Great Schools 5

Validation Process

Key Provisions

Goal of validation • To validate evaluator (i.e. Principal and AP) judgments of teachers for whom there
process may be consequential evaluations this academic year

Timing • Potential needs improvement teachers receive 3 observations (2 announced and 1

unannounced). Potential exemplary teachers receive 2 observations (1 announced
and 1 unannounced)
• Round 1 is under way. 82 validation observations completed (56 NI & 26 EX).
• Round 2 and 3 will happen later in the year, with the final validation visit
unannounced

Validation Visits • 3rd party validator and instructional manager observe the same lesson and
independently assess the instructional practice.
• 3rd party validator provides written feedback for the teacher within 48 hours
• 3rd party validator completes validation review form using the Instructional Practice
Continuum to rate the teacher on the instructional practice components within 72
hours
• Validation review forms are shared with instructional managers to become part of
the mid-year and end-of-year conferences

New Haven, A City of Great Schools 6

 TEVAL – Teachers Identified as Potential Exemplary or
Needs Improvement

Total District K-8 HS

• 40 Potential Exemplary • 20 Potential EX • 20 Potential EX

• 62 Potential Needs • 41 Potential NI • 21 Potential NI
Improvement

•2.3% of all •1.7% of all •3.7% of all

teachers teachers teachers
Total District K-8 HS
•4.0% of teachers •3.1% of teachers •5.4% of teachers
Exemplary in reporting
Exemplary in reporting Exemplary in reporting
schools schools schools

•3.5% of all •3.4% of all •3.9% of all

Total District teachers teachers teachers
K-8 Needs HS Needs
Needs •6.2% of teachers •6.4% of teachers •5.7% of teachers
Improvement in reporting Improvement in reporting
Improvement in reporting
schools schools schools

New Haven, A City of Great Schools 7

Next Steps For TEVAL process
• January Directors‟ Meetings – Professional Development for administrators on giving feedback and
conferencing
Mid-Year
Conferences

• Training for 3rd party validators – calibration to Instructional Practice Performance Continuum
• Last validation will be unannounced to teacher
• Process for discrepancies between validator and instructional manager ratings
Validation
Observations

• Treatment of Student Learning Growth data– CMT, state tests

• Summary Ratings for all teachers (Note that some teachers may receive Needs Improvement and Exemplary
End of Year ratings at the end of the year, and therefore start next year in the Validation process)
Conferences

• Development of data systems to track and manage school level compliance with teacher evaluation and
development process
• Continued professional development and coaching for instructional managers on effectively implementing all
Planning for aspects of the TEVAL process at the school level
Year 2 • Building capacity for evaluation, ensuring appropriate levels of managerial support in each school

New Haven, A City of Great Schools 8

PEVAL RUNS PARALLEL TO TEVAL Summary of Current Status and
PEVAL Components Issues for On-Going Focus
• Leadership competencies are a
• Student Learning and School foundation for coaching, evaluation, and
Student
Learning Performance: Goal setting includes development activities
& School
Leader-
ship
Perform- CMT or CAPT, and school performance
Practice
ance
on climate survey • Goal setting linked to School
• Leadership practices instead of Improvement Plans; expectation that
Profess-
ional Instructional Practices goals will include CMT and CAPT, as
Values
• Professional values are the same for well as other performance measures
teachers and school administrators
• On-going efforts to align PEVAL with
other processes (i.e. SIP goal setting),
Summary Rating to minimize extra burden on Principals
and APs
PEVAL Process

Professional Interactions: Observation and Situational Feedback

• Roll-out of PEVAL in process now, with
goal setting and assessment of
competencies
Nov 1

Mar 1

July
Sept

Goal Mid-year End of Year • Director capacity an on-going issue,

Setting Conference Conference with both assistant superintendents
Conference playing a double role

• In first year, goal setting and mid-year conference combined

• No validation process for principals and APs, so first official rating comes
at the end of the year

New Haven, A City of Great Schools 9

NHPS-Leadership Development Categories and
Trajectory

Sitting
Newly- Principals
High- appointed Current
potential Principals principals
Assistant Leaders are:
Principals are: Principals who
are: Assistant have assumed
principals and new leadership
Emerging Current other leaders responsibilities
Assistant who are ready
Leaders are: Principals to be
Future Leaders Well-respected, considered for
are: experienced, principal
exemplary coaches positions
-Exemplary classroom and teacher leaders
teachers who could be who are ready for
team leaders or coaches AP positions or
-New grade/team leaders leadership
residencies
-New coaches and coaches
in need of development
New Haven, A City of Great Schools 10
 NHPS-School Leadership Competencies
Vision
 Set clear direction for the school
community
 Identify and address strategic
opportunities and challenges
 Plan for and manage change
& Culture Leadership
 Create standards of excellence
 Build and maintain a focus on students and
student learning
 Engage families and other stakeholders and
maintain stakeholder commitment

Instructional Leadership People Leadership

 Prioritize instruction and student learning  Lead teams and delegate responsibility
 Support good curriculum, assessment, and  Develop instructional and leadership Talent
pedagogy (including infusing technology  Effectively manage staff (i.e. TEVAL process)
across the curriculum)
 Use data to inform instructional decisions

Organizational Management
 Build effective organizational structures
 Build effective organizational systems
 Maximize available resources, including finances and time

New Haven, A City of Great Schools 11

Appendix

New Haven, A City of Great Schools 12

 K-8
School # Potential # Potential School # Potential # Potential
Needs Exemplary Needs Exemplary
Improvement Teachers Improvement Teachers
Teachers Teachers
Barnard 1 0 Fair Haven 1 0
Beecher 1 0 Hill Central 0 0
Betsy Ross 0 0 Hooker 0 0
Bishop Woods 0 0 Jepson 1 2
Brennan/Rogers 7 0 King-Robinson 3 0
Celentano 4 1 Lincoln-Bassett 0 0
Clemente 4 0 Martinez 0 0
Clinton Avenue 3 3 Mauro-Sheridan 0 0
Columbus Family 0 0 Microsociety 4 0
Academy
Nathan Hale 0 0
Conte West Hills 0 0
Ross- 0 0
Daniels 0 5 Woodward
Davis 1 5 Strong 6 0
Domus 0 0 Troup 3 0
East Rock 0 0 Truman 0 0
Edgewood 0 4 Wexler-Grant 2 0
ESUMS 0 0

New Haven, A City of Great Schools 13

 High School
School # Potential Needs # Potential Exemplary
Improvement Teachers Teachers

Cooperative Arts & 2 0

Humanities
Cross 7 7
Hill Regional Career 3 5
Hillhouse 0 0
HSC 0 0
Hyde 0 3
Metropolitan Business 3 0
Academy
New Haven Academy 0 0
Sound 1 5
Adult Education & Alternative 5 0
Programs

New Haven, A City of Great Schools 14