Performance Management - Principals

1. Capturing Our Learning Performance Management - Principals

2. Overview • Purpose:To manage the career of an employee over time, often using differentiated roles, and ensure the highest performers are retained • Key Elements of Career Management & Retention • Providing Expanded Leadership Roles for Existing School Leaders • Retaining Highly Effective School Leaders • Promoting Highly Effective Leaders to Principal Supervisors and Other Leadership Roles See the Principal ABC Tool and Executive Summary of the Principal Puzzle Pieces for additional information Urban Schools Human Capital Academy

3. Key Research • 50% of principals leave by the end of their third year and 70% after five years • The numbers are even higher in high-need schools, with approximately 28% leaving each year School Leaders Network, 2014 • Burnout from the overwhelming demands of the job, lack of decision-making authority, and isolation all contribute to this turnover. School Leaders Network, 2014 • This constant “churn” of principals has significant costs to students. Schools that lost principals were more likely to see a drop in student academic performance in the subsequent year.Alvoid & Black, 2014; Rice, 2010 Urban Schools Human Capital Academy

4. Metrics Key metrics to understand performance in this function include: • Retention rate of highly effective principals, by high- and low-need schools • % of low performers exited • % of high performers promoted/retained Urban Schools Human Capital Academy

5. Key Content Career Management & Retention: Part I

6. HR’s Role in Principal Quality Urban Schools Human Capital Academy October 2014

7. The Principalship is Challenging Urban Schools Human Capital Academy October 2014 Demanding and increasing workload and expectations Limited autonomy over key decisions coupled with strong accountability Isolation and lack of support Pay can overlap with differentiated teacher pay

8. What We Know: Retain Strategically Source: School Leaders Network. Urban Schools Human Capital Academy October 2014 • ¼ of principals leave schools each year • 28% in high-needs schools • 18% in low-needs schools • 50% of newprincipals are either not retained or leave voluntarily after their first 3 years; 20% only last 2 years • New Principals were more likely to leave when test scores declined in their first year

9. District Conditions & the Paradox of the Principalship Most Commonly lacking condition: Effective Instructional Leadership • create appropriate staffing models • ability to hire, promote, and dismiss teachers. Ikemoto, et al., 2014, p. 11 Urban Schools Human Capital Academy October 2014 • ability to target resources where they are needed • hire the best available teachers • provide teachers with the opportunities they need to improve • keep the school running smoothly Grissom & Loeb, 2009, p. 32

10. Creating Great Principals at Scale Urban Schools Human Capital Academy October 2014 Strand 1: Aligned goals, strategies, and resources Strand 2: Culture of collective responsibility, balanced autonomy, and continuous learning, and improvement Strand 3: Effective Management and Supportfor Principals Strand 4: Systems and policies to effectively manage talent at school-level

11. What Can HR Do to Contribute? Bring Data & Information to the Table Share Power Metrics and ABC Tool strategies Identify effective teachers and APs Provide Ideas, such as: Create teacher leadership and “stepping stone” positions Seek top performers’ input about what keeps them in your district Lead/support efforts to make the role more manageable (Admin Managers) Facilitate Dialogue How can the district remove/limit barriers and set enabling conditions? How can we share and facilitate promising practices between principals? Urban Schools Human Capital Academy October 2014

12. Key Content Career Management & Retention: Part II

13. Why Strategic Retention Matters • Top educators produce stronger gains for students • Top teachers produce 5 to 6 more months of learning per year • Top principals generate 2 to 7 more months ofstudent learning gains • Low performers don’t always opt out • Most ineffective teachers had 9+ years of experience and planned to stay for another decade • More effective teachers are available to hire • 75% chance of replacing an ineffective teacher with a more effective one • Turnover is expensive Urban Schools Human Capital Academy October 2014

14. Turnover can be Good or Bad Turnover Attrition “Leavers” Migration “Movers” Voluntary Resignations Retirements Involuntary Non-renewals Dismissals Involuntary Resignations Low to High Needs Same Needs High to Low Needs Urban Schools Human Capital Academy October 2014

15. Common Retention Themes Exist Gallup identifies key retention themes: • Be clear about what you expect from your employees • Provide employees with the materials and equipment to do their jobs • Give employees opportunities to do what they do best, every day • Ensure employees have a manager who cares about them • Surround talented employees with co-workers who have a similar drive for quality • Provide opportunities for employees to learn and grow Source: http://govleaders.org/gallup-article2.htm Urban Schools Human Capital Academy October 2014

16. Retention is Individual • No one-size fits all solution • Teacher and principal voice is important • Different people need different strategies • Younger, less experienced teacher or principal • Teacher or principal with a young family • Experienced teacher Urban Schools Human Capital Academy October 2014

17. Retention Planning • Who leaves? Who stays? In which schools? • Why do educators stay or go? • What strategies best address your district’s unique needs? • At what level should you take action? School? Central? Both? Urban Schools Human Capital Academy October 2014

18. Principles for Calculating Retention • Analyze by performance level • Review district AND school level retention by performance • Don’t penalize principals for “good” turnover • Capture detailed reasons for turnover • Capture teacher movements between schools intentionally Urban Schools Human Capital Academy October 2014

19. Why They Leave - Leavers • Some leave for better compensation in other fields • Some leave because it wasn’t the right fit • Some are asked to leave • Some leave for personal/family reasons Urban Schools Human Capital Academy October 2014

20. Why They Leave - Movers • Some leave for less disadvantaged populations • Some leave for different working environments • Some leave for stronger instructional/environmental leadership • Some leave for a more effective teacher staff Urban Schools Human Capital Academy October 2014

21. Diagnosing Retention Challenges Purpose Identify gaps in retention strategy Diagnose key retention challenges to identify retention focus areas 3 steps/sections Data Analysis: Teacher and principal retention by performance Understanding why teachers and principals leave (or stay) Identifying a retention priority area Refer to your Power Metrics data May not be able to answer every question Use Notes and Next Steps to highlight areas for further work at home Urban Schools Human Capital Academy October 2014

22. Developing & Matching Strategies • Understand underlying reasons for turnover • Seek out – and engage – teacher and principal voices • Develop a wide set of strategies to address reasons • Approach retention from top-down and bottom-up with district- and principal-based strategies • Mix and match strategies to retain top performers Urban Schools Human Capital Academy October 2014

23. Tools and Activities

24. Tools • Principal Power Metrics – Actions of Impact • Offers HR/HC teams actions that have an impact in each bucket of the Principal Power Metrics. It also includes: • Snippets from the Research • Power Metrics Recap • Actions of Impact – High-impact, often low-cost ideas • Top USHCA Tools and Materials • Guide to Calculating Retention • Provides recommended methods and tips for measuring staff retention, particularly for teachers • Diagnosing Retention Challenges • Assists districts in diagnosing their key challenges related to retention • Exit Survey Template • Provides a sample exit survey to understand the levers for retention in a district • Targeted Retention Strategies • Offers district and school strategies to address specific retention challenges and concerns Urban Schools Human Capital Academy

25. Activity: Rate Your District Urban Schools Human Capital Academy October 2014 Does your district: Get the best principals consistently? Deploy principals deliberately? Retain principals strategically? Deliver services to principal supervisors effectively? Rate your district on a scale from 1 (worst) to 10 (best)

26. Activity: Principal Power Metrics Analysis Directions: What do our Principal Power Metrics show? In what “bucket” area will we focus to improve principal quality Review the Actions of Impact tool for this area. Any promising ideas? What is our vision for working with Principal Managers on this? What are 2-3 concrete steps we will take to contribute to improved principal quality? Urban Schools Human Capital Academy October 2014