Empowering Effective Teachers PlanEmpowering Effective Teachers Plan Professional Development Session

March 4, 2010 ,

At the heart of the Empowering Effective Teachers Plan is a bold vision:

We commit that with robust, enduring district support and mutual accountability, Pittsburgh’s teachers will be empowered as effective leaders to do whatever it takes to f l f i i ili dfoster a culture of striving, resilience, and college‐readiness so that over 80 percent of all students complete a post secondaryall students complete a post‐secondary 

degree or workforce certification.

2

The right conditions exist in Pittsburgh to successfully empower teachers and make students

− Pittsburgh has an extraordinary opportunity in the Empowering Effective Teachers in the

y pPromise-Ready. (1/2)

Pittsburgh has an extraordinary opportunity in the Empowering Effective Teachers in the Pittsburgh Public Schools Plan.

− Of school‐based factors, the quality of teaching has the most significant impact on student growth by establishing and reinforcing positive behaviors, and by helping students shapegrowth by establishing and reinforcing positive behaviors, and by helping students shape their dreams and become Promise‐Ready.

− The Bill & Melinda Gates Foundation recognized we have the right conditions in place to successfully empower teachers in the Pittsburgh Public Schools with a $40 million award to success u y e po e teac e s t e ttsbu g ub c Sc oo s t a $ 0 o a a d tofund the Empowering Effective Teachers Plan. 

− With the funding of the Plan, we take giant steps forward to ensure that:▫ Highly‐effective teachers are in every classroom every dayHighly‐effective teachers are in every classroom, every day▫ Students are Promise‐Ready and have the opportunity to earn a degree or workforce certification beyond high school and compete in today’s global economy

3

The right conditions exist in Pittsburgh to successfully empower teachers and make students

− The Plan represents a collaborative effort on behalf of Pittsburgh Public Schools (PPS) the

y pPromise-Ready. (2/2)

The Plan represents a collaborative effort on behalf of Pittsburgh Public Schools (PPS), the Pittsburgh Federation of Teachers (PFT) and the Gates Foundation, and was designed with input from teachers and principals, Board members, and civic and community leaders over a three‐month time frame. 

− Now more than ever, education is seen as the fundamental way to transform our country’s future, as evidenced in President Obama’s signature education reform efforts.

− The Empowering Effective Teachers Plan places the District on the leading edge of a national effort to transform how we are educating and investing in children. 

4

The Plan identifies 3 Strategic Priorities.

5

These priorities are supported by 7 initiatives we will implement over the next several years that will fundamentally change the experience of teaching and

Positive Teaching and Learning Environment (TLE)

fundamentally change the experience of teaching and learning in the District.

Positive Teaching and Learning Environment (TLE)

Promise‐Readiness Corps (PRC)

Career Opportunities

The Teacher Academy

Teacher Practice and Evaluation (TPE)

H R Eff ti (HRE)Human Resources Effectiveness (HRE)

IT Systems

6

Empowering Effective Teachers PlanPositive Teaching and Learning Environmentg g

Positive Teaching and Learning i h d lEnvironment — A teaching and learning 

environment in every school that establishes and reinforces positive student behaviors and a culture of Promisebehaviors and a culture of Promise‐Readiness.

7

The Empowering Effective Teachers Plan makes positive teaching and learning

• If our schools are not safe and orderly, then teachers can’t teach and students won’t

p g genvironments a priority.

If our schools are not safe and orderly, then teachers can t teach and students won t learn. We will ensure that all teachers work in teaching and learning environments that support their ability to be highly‐effective. Creating positive teaching and learning environments is a strategic priority of the Empowering Effective Teachers Plan.

• To ensure our students’ access to The Pittsburgh Promise™, we will set, teach and reinforce high standards for behavior and aspirations, build students’ ability to meet those standards and provide wrap‐around supports.

• Recognizing that self‐discipline and work habits are necessary to meet high standards for behavior and aspirations, we need system‐wide supports to establish and maintain strong teaching and learning environments in every school.

PPS and the PFT envision our school district having teaching and learning environments where all students have an opportunity to achieve to a high level, access The Pittsburgh Promise, and succeed in post-secondary education.y

8

Disheartened teachers cite lack of support and poor student behavior as their primary p p yfrustrations.

IDEALIST teachers are more likely to:

S th b t h t h lDISHEARTENED teachers are more likely to:

• Say they became teachers to help disadvantaged students

• Believe their students’ test scores have increased a lot because of their teaching

• Say that good teachers can lead all students 

• Give their principals poor ratings for supporting them as teachers

• Express concerns about working conditions, student behavior, and testing

to learn, event those from poor families or who have uninvolved parents 

CONTENTED teachers are more likely to:

•Report excellent working conditions •Be experienced in their profession •Work in middle or higher income  schools 

•Believe their student’s test scores have 

Source:Teaching for a Living:How Teachers See the Profession Today

increased a lot because of their teachingEducation Week ‐ October 19, 2009

9

We will transform our District so students are Promise-Ready.y

Through this initiative, we commit to providing full, consistent support for teachersThrough this initiative, we commit to providing full, consistent support for teachers to assume leadership roles in building teaching and learning environments that enable students to be successful, through both their behaviors and their mindsets. With this understanding, we will refine and enhance our current approach, 

t ti th f ll i fconcentrating on the following four areas:

• Establishing behavior expectations of students that promote learning and college‐readiness;

• Empowering teachers as leaders in maintaining a positive learning environment;

• Providing wrap‐around support to assist with behavior‐related interventions; and

• Continually assessing improvements in the learning environment.

The details of these four areas are presented on pages 29-31 of Empowering Effective Teachers in the Pittsburgh Public Schools Plan.

10

Promise-Readiness means more than just academic-readiness.

We are bringing together the entire Pittsburgh community to create, foster and maintain a positive teaching and learning environment in support of our students learning what it takes to be Promise‐teaching and learning environment in support of our students learning what it takes to be PromiseReady. This means that: 

Students will learn and practice the behaviors and habits required for success in post‐secondary education and in the workplace

1

▫ We will set and support expectations for habits that promote success

▫ We will model and teach students the appropriate behaviors for school and learning

▫ The District and schools will establish strategies and plans to support students who do not meet the acceptable standard

Students will develop and demonstrate ambitions, dreams, and knowledge of how post‐secondary education can help one achieve his/her dreams

2

▫ We will help students explore their dreams, learn about careers, and become inspired to pursue post‐secondary education

Students will be academically ready for college‐level courses upon high school graduation3 y y g p g g

11

An initial step: we need to take stock and better utilize current teaching and learning environment related

d i iti ti i th Di t i tresources and initiatives in the District.

School Safety

Student Assistance Program Core Team

Safety Zone PartnershipMental Health Partnerships

Learning and Mentoring PartnershipsSchool Based Probation

With better awareness, coordination, and utilization we will get better results

Positive Behavior Intervention Supports Transition CentersPFT ER&D

Student Achievement Center Courageous ConversationsSchool Administrators

Clayton AcademyClassroom Prevention ProgrammingCounselors

Culturally Responsive EducationSocial Workers Nurse Practitioners

Gang Free Schools Discipline Committees Developmental Advisors

9th Grade Nation After-school Programming

Skill Building Groups

Attendance Officers Pregnant and Parenting Teen Programs

Clayton AcademyClassroom Prevention ProgrammingCounselors

Skill Building Groups

12

Together we will bring a new level of focus to improving our teaching and learning p g g genvironments. We will:

Provide extensive professional support for classroom

Create District‐wide accountability standards support for classroom 

management through the Teachers’ Academy  and school‐

based PD

accountability, standards, and support including a

1‐page core student behavior document

Implement a new career ladder role for teachers called the Behavioral Specialist

Create a working groupincluding administrators, teachers, principals, and behavioral specialists

Utilize discipline committees to design and 

Continually assess improvements in the 

implement school‐based strategies

Utilize wrap‐around supports and behavior‐related preventions and 

teaching and learning environment

interventions

13

Teacher input will provide the foundation to the successful transformation of teaching and glearning environments in the District.

All licensed PPS professionals will be asked to participate in an inclusive and comprehensiveid f db k b h i h l h i ki di i d h i isurvey to provide feedback about their schools, their working conditions, and their suggestions

for improving classrooms for teachers and students.  

We urge all colleagues to complete this survey.  The confidential and anonymous survey will informthe work of the TLE Initiative as it relates to the following components:

• Use of time in your schools• School facilities and available resources• Community involvement and support in your schools• School safety and student behavior• Opportunities for teacher leadership• Effectiveness of school leadershipEffectiveness of school leadership• Professional development• Support and instructional practices• Support for new teachers

14

Empowering Effective Teachers PlanPromise-Readiness Corpsp

Promise‐Readiness Corps— A team of h hl ff h ll lhighly‐effective teachers collectively responsible for supporting students transitioning into high school, and ensuring they arrive at 11th grade Promise Readythey arrive at 11th grade Promise‐Ready.

15

Historically, only 15% of our students (3 of 20) achieve a higher education degree or workforce certification. We

d t k t d b tt t f t d tneed to work towards better outcomes for students.

20 students starting in the 9th grade in PPS

If this trend continues, our students will struggle to earn a living in today’s economy and our city will struggle as13 graduate from high school and our city will struggle as well.

With the Promise, our community has eliminated

9 pursue higher education

community has eliminated money as an obstacle to higher education.

It is up to us to deliver

3 earn a higher education degree

It is up to us to deliver students to higher education Promise-Ready.

Source: Analysis conducted in 2007 of the PPS graduating Class of 2003 using data from National Student Clearinghouse.16

The 9th Grade Nation was an important first step towards high school excellence and provides a strong foundation to begin the Promise-Readiness Corpsbegin the Promise-Readiness Corps.

+

• Began in 2007-08.• We are making progress: an

+

• We are making progress: an independent evaluator found that “promotion rates were statistically significantly higher after the

• Begins 2010-11.• We will deepen and advance the

work started with 9th Grade Nation and continue the work through the significantly higher after the

program than before the program was introduced”*

g10th grade.

17* Source: January 2010 Westat Report on the Evaluation of the Impacts of the 9th Grade Nation Initiative in PPS

The goal of the PRC is to support students transitioning into high school and ensure that they arrive at 11th grade P i R dPromise-Ready.

8th d 9th d 10th d 11th d8th grade 9th grade 10th grade 11th gradePromise-

Ready

Eight “high needs” high schools will implement the Promise-Readiness Corps:

• Pittsburgh Allderdice• Pittsburgh Brashear• Pittsburgh Carrick• Pittsburgh Langley

• Pittsburgh Oliver• Pittsburgh Peabody• Pittsburgh Perry• Pittsburgh Westinghouse

18

Three elements are fundamental to the PRC: Teaming, Advising, and Looping.g, g, p g

PRC members will meet and discuss the progress of their students dailyTeaming the progress of their students daily. This will be enabled by adding to their day an additional period.

Teaming

AdvisingIn recognition of the positive influence adult relationships have on a student’s success, PRC members will play a student advisory role also supportedstudent advisory role, also supported by the additional period.

PRC members will begin teaching 9th

Loopingg g

grade students and transition with them to the 10th grade to be able to better support their academic and social development.

19

The PRC will launch in two phases. The program will launch in 2010-2011 and the career ladder role will launch i 2011 2012in 2011-2012.

Programmatic Teaming, Advising, and Looping Teaming, Advising, Looping

Program Program + Career Ladder

gElements

g, g, p g g, g, p g

Start 2010-11 2011-12

Staffing the PRC Voluntary (for certified teachers)

School leadership teams will determine how the

Career Ladder (for certified and eligible teachers)

The PRC will officially become a career ladderSchool leadership teams will determine how the existing faculty could be redeployed to strengthen the 9th and 10th grade corps

The PRC will officially become a career ladder opportunity for teachers. Measures of effective teaching, currently being collaboratively designed by PPS, PFT, and AFT, will be used to inform eligibility for the role

Additional Yes YesAdditional Compensation

Yes

1. Extended Day Differential2. Cohort bonus (subject to collective

bargaining)

Yes

1. Extended Day Differential2. Cohort bonus (subject to collective bargaining)3. Career Ladder position compensation (subject

to collective bargaining)

Training for Teachers

Yes Yes

Process for design and implementation

High school teams from the eight PRC schools are meeting monthly to design the program around District standards and

Career ladder roles will be collaboratively developed and implemented by PPS and the PFT

program around District standards and options

20

Empowering Effective Teachers PlanCareer Opportunitiespp

Career Opportunities—More flexible h h dcareer choices with greater earning and 

promotional opportunities for highly‐effective teachers.

21

Career ladders are designed to reward and recognize effective teachers and ensure that effective teaching reaches students who are most in-needare most in-need.

They will do this by:

Providing opportunities for effective teachers to h ll i d diff t l th t ll

They will do this by:

1pursue challenging and different roles that allow them to grow professionally and remain close to the classroom.

Ensuring many new career ladder roles support students who need them most, thus, dramatically increasing the exposure of

2, , y g p

our neediest students to highly-effective teachers.

22

Career ladders are new, high-impact career opportunities for PPS teachers. PPS/PFT will

Career Ladder  Description

h f 8 hi hl ff i d i d h (li k d i h i l 100 120

ppintroduce six career ladders in 2011.

Promise‐Readiness Corps(PRC)  

A cohort of  8 highly‐effective and motivated teachers (linked with approximately 100‐120 9th and 10th grade students in a cohort) who will provide intensive, hands‐on academic and personal support in 9th grade, then follow students to 10th grade in all 9‐12 High Schools

Secondary Instructional ( )

Highly effective, content‐expert (Science, Math, Social Studies, ELA) teachers in 6‐12 and 9‐12 schools who formatively evaluate content peers in their school, design and deliver customized PD 

1

2Teacher Leader (ITL)

y p , gbased on formative evaluations, summatively evaluate content peers in other schools

K‐8 Instructional TeacherLeader (ITL)

Highly effective teachers who support interventions, formatively evaluate peers in their school, and summatively evaluate peers in other schools focused predominantly on literacy and math

3

Clinical Resident Instructor (CRI)

Highly effective teachers chosen to be faculty at the Academy who will teach a reduced course‐load and serve as mentors and instructional coaches to new and experienced teachers

Teachers, highly effective in both content delivery and student engagement, deployed to be 

4

5 Turnaround Teacher cultural change agents in low‐performing classrooms for 3 year assignments in K‐5, K‐8 and middle schools.

Behavioral SpecialistTeachers with outstanding classroom management skills, demonstrated interpersonal skills and respect of peers and administrators who coach peers on creating a positive teaching and learning environment

5

6environment 

23

Career ladders provide high-impact opportunities for many highly-effective PPS teachers.

• Approximately 200 teachersPromise‐Readiness • Approximately 200 teachers Corps

• Approximately 48 teachersSecondary 

Instructional Teacher Leaders (ITLs)Leaders (ITLs)

• Approximately 80 teachersK‐8 Instructional Teacher Leaders (ITLs)

By 2012, we expect to have about

400  

By 2012, we expect to have about

400  

• Approximately 50 teachersClinical Resident Instructors (CRIs

• Approximately 25 teachersTurnaround Teachers

positions available to PPS teachers

positions available to PPS teachers

• Approximately 25 teachersTurnaround Teachers

• Approximately 5 ‐ 10 teachersBehavioral Specialists 

24

A rigorous selection process and performance expectations will be developed to identify teachers for each high-impact role.

Rigorous Interview/Selection Process• In-person interviews inclusive of a scenario-based activity• Evaluation data• Evidence of positive impact on student learning

o Formative and summative assessment data

Ongoing Performance Evaluation

o Formative and summative assessment data

• Evaluation data• Evaluation data• Effectiveness as evidenced by student learning

o Formative and summative assessment data

These high-impact roles will be linked to differentiated compensation, encouraging teachers to view working in challenging schools and with high-need students as a mark of distinction.

25

The career ladder positions have a number of benefits:

The career ladder is designed to be a mark of distinction and carries additional compensation to reflect the additional• Recognition and 1 and carries additional compensation to reflect the additional responsibilities

The career ladder positions keep highly‐effective teachers close to the classroom where their impact on student learning is maximized

greward1

• Professional growth2 the classroom where their impact on student learning is maximized 

Several of the roles work with students that need additional support, such as students in high‐need schools, and those in the critical 

Professional growth 2

• Focus on high‐need schools and students3

transition years of 9th and 10th grade

Career ladder roles will have explicitly defined responsibilities and will use a rigorous selection process to ensure that roles are 

d d ff i h

schools and students

• Consistent roles &  responsibilities4

awarded to effective teachers

The career ladder roles integrate with other parts of the plan, in particular the role of the CRI in the Academy and the Behavioral Specialist in the Teaching and Learning Environment

• Support for other initiatives 5

p

Specialist in the Teaching and Learning Environment

26

The adoption of career ladder roles is an important evolution for the District.

Research and experience show that successful systems*:

p

Research and experience show that successful systems : 

▪Recognize and leverage teacher expertise;

▪Reward accomplished teachers who take leadership; and

▪Systematically ensure that high-needs students have access to highly-effective teachers.

By incorporating these components, career ladder opportunities will systematically increase the success of the District.

27 *Recognizing and Enhancing Teacher Effectiveness, A Policymaker’s Guide

y y

Teacher input is critical to ensure career ladder positions achieve their desired goals.

To meet our desired goals we needTo meet our desired goals, we need your help to answer key questions, including:

Desired Goals

1. Impactful for 

How will each of

What aspects of the roles are particularly motivating to

students2. Exciting and 

attractive for h

What

How will each of the roles interact with other teachers and administrators in 

motivating to teachers?  teachers

3. Beneficial to the professional learningWhat 

responsibilities are most important to each of these 

the building? learning communities within schools

each of theseroles?

28

Empowering Effective Teachers PlanThe Teacher Academyy

The Teacher Academy— A teaching d l h l h facademy in real schools where some of our 

best teachers will coach new and experienced teachers resulting in improved student performancestudent performance.

29

The Academy will offer 4 main programs scheduled to launch over the next two years.y

Summer InductionThis S

An enhanced 3‐week summer induction program for all new teachers with an additional ten days of induction training throughout the year  

Teacher Residency 

Summer 7/26 ~ 8/13

yA 13 month Teacher Residency program  for new core content teachers prior to placement in a classroom as teacher of record

T h F ll hi f Al i C ifi i

*

Teacher Fellowship for Alternative Certification A 13‐month residency‐based program for career changers and recent graduates pursuing alternative routes to certification in math, science and/or special education

*and/or special education

Experienced Teacher ImmersionAn Immersion program for experienced PPS teachers that allows them to leave their classroom for up to six weeks to spend time at the Academy sharing and improving teaching practices 

*Enhanced induction program continues in subsequent summers and is embedded in the Teachers Fellowship Program and Alternative Certification Program

30

Beginning Summer 2011, the Academy will be housed in three school sites.

16 CRIs 14 CRIs 20 CRIs16 CRIs2 – Pre-K2 – Kindergarten 2 – First 2 S d

14 CRIs3 – ELA3 – Math 3 – Science3 S S

20 CRIs4 – ELA4 – Math 4 – Science4 S i l St di2 – Second

2 – Third 2 – Fourth 2 – Fifth 2 – PSE

3 – Social Studies2 – PSE

* 1 CRI in each core content area per grade

4 – Social Studies4 – PSE

* 1 CRI in each core content area per grade

ACADEMY SITES ARE TO BE DETERMINED.

Clinical Resident Instructors (CRIs): Highly‐effective teachers who are tenured in PPS serving ( ) g y gas the primary mentors and instructional coaches to new and experienced teachers. 

31

The Academy is designed to fundamentally change and improve the way new and existing g p y gteachers experience their career.

PPS/PFT will build on existing professional development initiativesPPS/PFT will build on existing professional development initiatives.

New Teacher Induction

Professional Development

Coaching RISE

Professional development sessions collaboratively designed 

Professional development sessions and courses designed

Job‐embedded coaching model to 

support the recursive 

Research‐Based Inclusive System of Evaluation (RISE) collaboratively  

designed by PPS PFTy gand delivered by PPS and PFT to provideongoing support and 

information to teachers throughout the first

and courses designed and delivered by 

teachers, coaches and supervisors to support core curricula and 

ppcycle of planning, 

teaching and reflecting to improve instruction around district curricula and programs at the

designed by PPS, PFT and 28 school‐based design teams to 

evaluate the complex domains of teaching throughout the first 

year in PPS. programs. and programs at the building level. and to inform 

professional growth plans. 

32

All Pittsburgh Public School teachers continue to develop the knowledge, skills and mindsets needed to be effective and ensure that all students complete a post-secondary degree or workforce certification.

College-Readiness

Culture

Aligned to RISE

Highly Customized

Student Motivations & Aspirations

InstructionalEffective Instructional Best

Practices

Effective Classroom

Management

Race & RaceStudent

Extended Experiential

LearningSupportedby CRIs

Race & Race Relations

Integrated Theory &

Classroom

Data-Informed

Decision-MakingPPS Core Curricula

C t t & P d

Student Relationship

Building

Cohort‐Based Professional Learning CommunitiesPractice

gContent & Pedagogy

33

The Academy design process is collaborative and provides opportunities for ongoing feedback from stakeholders.

Design 

Team• Individuals and groups such as Urban Teacher Residencies Unities (UTRU), the (AFT), and Bill Bickel 

• Provide consolation as 

• Central office team lead by Dr. Jerri Lippert (PPS) and Ms. Mary VanHorn (PFT)

• Meet weekly to develop

Team  • Group of highly effective PPS teachers and leaders

• Meet monthly to provide feedback to the design team 

needed 

External Consultants

• Meet weekly to develop initial program plans

Steering Committee

E i d t h l d d d i i t t (ITL h ER&D T h t )

Teachers, the Academy is yours – ensure that it meets your needs!Experienced teacher leaders and administrators (ITLs, coaches, ER&D Teachers, etc.)

CALL TO

ACTION

WHO

WHAT

WHEN

Academy Steering Committee

Monthly meetings beginning Spring 2010

HOW Apply online at http://empoweringpittsburghteachers.net

34

Empowering Effective Teachers PlanTeacher Practice and Evaluation

Teacher Practice and Evaluation — A h b d l f hresearch‐based inclusive system of teacher 

evaluation is based on continual improvement of practice and the value that a teacher adds to student growth over timea teacher adds to student growth over time.

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RISE: Making evaluation meaningful.

• With the development of RISE PPS the PFT and more• With the development of RISE, PPS, the PFT and more than 120 teachers and administrators are striving to createan evaluation system that is useful, fair, and informedby the expertise of Pittsburgh teachers

• At the same time we are contributing to a national effortAt the same time we are contributing to a national effort to develop better tools for evaluating and understandingeffective teaching, and increasing student achievementachievement

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RISE is an improvement over the old evaluation system.y

• Until 2009-10 District measures of teaching effectiveness in all schools were aggregated to reach a single summative satisfactory or unsatisfactory rating.

A d i i t d b PPS h d th t l th 15% f t h• A survey administered by PPS showed that less than 15% of teachers strongly agreed with the statement that “Teacher evaluation in my building is rigorous and reveals what is true about teachers’ practice.”

• Starting in December 2008 PPS and the PFT began to address these concerns cooperatively with the development of RISE.

• RISE is currently being piloted in about half of PPS. The system will be expanded to include all schools starting in 2010-11.

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The Teacher Practice and Evaluation initiative will implement multiple measures of effective

R h b d I l i

p pteaching.

• RISE will continue to be refined and will be integrated into a confidential teacher performance dashboard useful to teachers and administrators.

Research‐based Inclusive System of Evaluation 

(RISE)

• The Measures of Effective Teaching (MET) research project will go beyond the exclusive use of student assessments as a proxy for effectiveness and is geared toward developing a set of measures that together serve as an accurate indicator of a teacher’s impact on student learning.

The Measures of Effective Teaching (MET)

• Value Added Measures (VAM) will be introduced. Value Added Measures go beyond a simple measure of average classroom achievement in order to provide a more accurate picture of a teacher’s contribution to student learning.

Value Added Measures  (VAM)

•Additional measures of effective teaching will be explored in partnership with Pittsburgh teachers and leading national experts from Mathematica and the American Federation of Teachers (AFT).

Additional Measures of Effective Teaching

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Many possible measures of effective teaching will be utilized to support a system of continuous improvement of

ti dpractice and processes.

Individual professional growthOver the next year, and continuing beyond, the TPE initiative will

Individual professional growth

Tenure decisions

collaboratively identify appropriate uses for the measures of effective teaching in order to

Evaluation of programs

teaching in order to improve practice, and processes will be developed to guide those

Improved professional development

Career ladder opportunitiesuses.

Career ladder opportunities

Other applications

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Throughout, this process will be guided by the following principles.

New and enhanced evaluation systems will be:e a d e a ced e a uat o syste s be:

– Fair, objective, and transparent, so that evaluations are well‐defined, well understood, and consistent across schools and from year to year

– Informed by the expertise and needs of Pittsburgh’s teachers, to ensure that the measures are not merely theoretical but rooted in actual day‐to‐day practice

– Multi‐faceted and detailed, so that teachers have access to rich information that they can use to understand all aspects of their practice

– Useful to teachers in their continual development as professionals, with processes to use the information in multiple constructive ways—not just “accountability”

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Empowering Effective Teachers PlanHuman Resources Effectiveness

Human Resources Effectiveness — An HR ff dteam efficient in attracting, retaining and 

supporting highly‐effective teachers while enabling earlier hires and enhancing services to our schools and colleaguesservices to our schools and colleagues.

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Human Resources Effectiveness is foundational to the success of the Plan’s strategic priorities.g p

Increase the number of

ff ti

Increase the exposure of hi h d

Ensure learning

i t

1 2 3

effective teachers

high-need students to effective teachers

environment supports teachers’ ability to be yeffective

Human Resources Effectiveness

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We know all of the right components to attract, retain and support highly-effective teachers.

Employee relations

Benefits processing

Transfer process

HR A 48/45

Evaluation 

Retirement

process  Leadership 

TenureOn‐

technologyRecruiting  Act 48/45 

Tenureboarding 

Customer service

By enhancing and aligning these services Human Resources will be transformed!By enhancing and aligning these services, Human Resources will be transformed!

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Through the Human Resources Effectiveness initiative, HR will provide excellent support throughout the District.

h fIn the future,         HR will:  

• Provide strategic supports Currently,          

• Vision for the Future

to schools for their people-needs

• Anticipate expectations and pave the road ahead

HR provides   basic functions 

For example: of the need

• Operate with effective and efficient processes in a customer service culture

p

• Collecting paperwork• Staff replacements• Employee relations 

• Strive for continuous improvement, never complacent

• Maximize technology

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Over the next several years, we will transform Human Resources in the Pittsburgh Public Schools!g

Through an easily accessible internet-based Teachers will have more

ti d t itiaccessible internet based interface, we will provide teachers with regularly updated HR information that is personalized and helps them to be more

options and opportunities to grow and develop within PPS. We will relentlessly work to retain talent.

effective.

Recruiting processes will attract effective externalattract effective external teacher candidates and place them in classrooms that match their strengths and aspirations as well as the District’s needs.

Attaining tenure will include consideration of a teacher’s demonstrated ability to drive student achievement over time and be celebrated as a milestone e s c s eedsmilestone.

Current hiring practices are causing us to miss out on some great teachers. We will hire new teachers earlier in the year, to be more competitive for talentmore competitive for talent.

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The plan for reaching HR Effectiveness has four main components.p

Tenure as a milestone4

Teacher dashboard3

HR continuous improvement

1Retention

2

Identify and support pre-tenure teachers

Rigorous evaluation

Define users and their needs

Design the technology

improvement

Identify and recruit effective teachers

Earlier hiring and

On-boarding and mentorship program

Teacher engagement Rigorous evaluation process

Recognition of achievement

Design the technology systems

Embed the dashboard into HR processes and teacher routines

Earlier hiring and placement

Improve use of technology within the department

Teacher engagement plan

Assess retention improvement

Improve service to schools

Evaluate performance improvementimprovement

Effective ‐ Service Oriented ‐ AccurateEffective       Service Oriented       Accurate

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Empowering Effective Teachers PlanIT Systemsy

IT Systems — An information technology f d l fl hsystem of data tools reflecting the user 

needs of teachers and enhancing capabilities, decisions and practices of educatorseducators.

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The primary goals of the aligned IT initiative is to provide access to information that is….p

Reliable HelpfulSecureEas Reliable HelpfulSecureEasySimplified and Organized IT Systems

Easy for everyone to useCurrently we work too hard to get the information we need.

Secure information to aide our teachersIt is imperative that teachers trust the data that they use.

Reliable data that works for usReliable data that works for usAccuracy of information should be guaranteed and demonstrable.

Helpful to our work and supportive of our initiativesAll information should directly align to our goalsAll information should directly align to our goals.  

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There are considerations to aligning our IT systems.y

Th Di t i t d th PFT d t d th iti t fThe District and the PFT understand the sensitive nature of collecting data tied to individuals, whether students, teachers or administrators. We must always maintain stringent y gconfidentiality standards to ensure that access to personal information is controlled appropriately.

We need to improve our usability and benefits of all IT systems so that how teachers and principals access data is consideredso that how teachers and principals access data is considered. Our ability to provide easy, accessible, and secureinformation must be fundamental in all of our digital tools.

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Goals to improve our IT systems, and how we use the information more effectively:y

• Teachers should have one singular portal that has access to everything g p y gthey need in a simple, easy to use, and always available web-based tool.

• Our IT Systems should support real-time information, that directly benefits our teachers and their practice.

• Teachers’ employment information should accurately reflect li h t t t ki d t il d A t 48 ditaccomplishments, tenure tracking details and Act 48 credits.

• We must be able to easily provide information that outlines all aspects of professional support growth and effectivenessprofessional support, growth and effectiveness.

• Data governance standards must be put into place to ensure the integrity and preservation of information is expected and preserved District-wide.and preservation of information is expected and preserved District wide.

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We can build upon strengths and opportunities that exist in the District.

Data Where we are: Where we are going:Culture There is a demonstrated interest in using 

data at the school level.We need improved training and support to further encourage the use of data.

Applications Core applications are in place for base  Tools should include professional development and pp pp preporting on accomplishments.

p pcareer planning data.

Capabilities Basic student data, assessments and course/section information are in place asa solid  foundation.

Data sets should be expanded to include capabilities of more intelligent reporting and the ability to recognize both instructional and y gprofessional needs within the District.

Governance Data quality checks are not uniform throughout District.

District strategies should be established to guarantee accuracy and purpose with all data –central to assisting in the success of our teachers and programs.

Infrastructure A wide variety of tools and systems exist with usable data and features.  Storage is adequate for District needs.

Improvements can be made for easier integration of systems. Data security is an area that requires increased focus .q

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Technology systems will be designed around the needs of our teachers.

Teaching MaterialsStudent DataProfessionalDevelopment

RISE Data and other MeasuresDistrict Resources

Salary, HR and Act 48

Health and Wellness Data

Career PlanningAnd Support

Teacher / ExpertCollaboration

Exam and Assessment Data

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Thank you!

www empoweringpittsburghteachers netwww.empoweringpittsburghteachers.net

empoweringpittsburghteachers@pghboe.net

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