HC17: Delawares Human Capital

Strategy, 2014-2017
TOP TALENT

RTTT &
Beyond

Vision for Human Capital in Delaware

Vision

The Vision includes key elements required to make Delaware a magnet for top talent.

We will ensure Delaware is a

world-class destination
for the strongest
educators to grow and
build a career in teaching
and school leadership,
especially for scholars who
need them the most.

DRAFT for Discussion Only

Four Reasons To Prioritize TOP TALENT in Delawares Education

Landscape from 2014-2017

Vision

1. People are the most important lever for raising

achievement - Teacher and leader effectiveness are
the first and second most important in-school factors,
respectively, to impacting student achievement.1
2. Where we see success - Top international peers
draw 100% of their educator candidates from the top
20% of applicants. (compared to only 1/5 of
candidates in Delaware).2
3. Funding Sources Already Available - Delaware
already spends 70% of its education dollars on
people.3
4. Competitive Advantage - Delaware can lead the
country in talent cultivation and development
1 Rice, J.K., Teacher Quality: Understanding the Effectiveness of Teacher Attributes, Washington, DC: Economic Policy Institute, 2003.
2 McKinsey & because
Company, Closing the
Gap: Attracting
and and
Retainingearly
Top-Third Graduates
to Careers in
Teaching,
ofTalent
size,
RTTT,
adoption
of
key2010.
3 Delaware Dept. of Education, Report of Educational Statistics, 2010-2011.
4 Dobo, Nichole. "Q&A with U.S. Education
strategies.4 Secretary Arne Duncan." The News Journal (2012)

DRAFT for Discussion Only

Challenges facing Delaware to building a great place for teachers

and leaders

Teachers and leaders want

to
Be part of a strong team

Work in inspired school

environments with visionary
leadership

Vision

Challenges for Delaware

SB51 will raise standards over time, but most current
educators do not come from selective programs with
high standards.
35% of teachers feel that their schools lack an
atmosphere of mutual respect and trust
31% of teachers do not feel that the school
leadership consistently supports teachers
37% of teachers do not feel comfortable raising
issues and concerns that are important to them
There is limited differentiation in evaluation
outcomes; 96% of evaluated teachers received a
DPASII rating of Effective in 2011-12.

Have opportunities to have an

impact and to grow
professionally

56% of teachers feel that professional development

is not differentiated to meet the needs of individual
teachers
47% of teachers do not feel they have an
appropriate level of influence on making school
decisions

Delaware
lower
of The Set: Do
Source: The New Teacher Project, Greenhouse Schools, 2012; Delaware Teacher and Administrator
Supplysalaries
and Demandare
Survey
Analysisthan
Report, salaries
June 2013; TLEU,
Educators Feel Their Schools Are Good Places To Work And Learn, April, 2013; Portin, Bradley
S., Teacher Voices:
Teacherand
Leadership
in Delawares Schools.
Delaware
surrounding
states,
performance
does
not Academy
for School Leadership. University of Delaware, 2009; Center on International Education Benchmarking; TELL Delaware Survey (2013). The New Teacher Project, Perspectives of
impact compensation.
Irreplaceable Teachers, 2013;

Be compensated well and to

have opportunities for greater
responsibilities and rewards
DRAFT for Discussion Only

Accounting for Delawares Unique Context

The strategy is also grounded in the states unique attributes, existing systems,
geography, and other considerations.

Strategic Considerations
Statewide common salary structure
Statewide evaluation system (DPASII)
Some sharing of instructional resources
across districts
Competitive mid-Atlantic regional talent market
(DE competes with PA, NJ, MD, VA, etc.)
Limited school and district funding flexibility for
salaries and bonuses due to unit funding
(perceived/real?)
Limited number of in-state higher education
providers
Strong union presence
Only 19 districtswith each relying heavily on
the SEA
Emerging charter school marketbut no major
CMO
RTTT (including proposed FY15 NCE)

4/9/15 | 5

Work and Priorities

The Human Capital Continuum: Five Major Areas of Focus

1. Before the Classroom: Talent

Cultivation
Preparing teachers and leaders in welldesigned programs and supporting them
during their crucial early years in the
classroom

2. In the Classroom:
Talent Development and
Management
Implementing and refining a
sophisticated way to measure
educator performance, and
building compensation structures
and career pathways to keep
more educators in Delaware

At Every Point: Statewide Supports

3. LEA & Partner Capacity-Building: Providing responsive technical
assistance and capturing exemplary practices for our LEAs to as they build
their own high-performing teams.
4. Data Analytics: Analyzing data from within and across LEAs and
disseminating information to underscore the importance of educator
effectiveness practices.
5. Top-Talent Plays: Creating initiatives and campaigns across the human
capital continuum that highlight the importance of raising esteem and the

DRAFT for Discussion Only

Theory of Action & How

The TLEU will drive:
1. Talent Cultivation: Help
build great preparation
programs that cultivate talent
and equip teachers and
leaders with the knowledge
and skills necessary for
success on day one
2. Talent Development and
Management: Help develop
educators through
professional development
and evaluations and provide
compelling compensation
and career paths
3. LEA/Partner Capacity
Building: Build capacity
within LEAs so that they have
a professional, strategic,
highly functional team that
focuses on effectiveness
4. Data Analytics: Unearth
insights within and across
LEAs and disseminate and
use information to improve
teacher effectiveness
DRAFT for Discussion Only
practices .

1. A credible distribution of
Delaware's educator
It Supports
Broader Goals
performance

2. Increased job satisfaction

among educators
3. Increased teacher
retention (overall, highneeds schools, first five
years, of exceeds
teachers, teachers of
color)
4. Increased applications
for teacher & school
leader positions,
especially at the highestneeds schools
5. Percentage of educators
who excel on a rigorous
exit exam/assessment
prior to Day 1 of service

Work and Priorities

for
the State
With achieving student
achievement goals as the
imperative and the driver:
OVERALL:
1. Higher student
achievement that shows
students are ready to
compete in the global
economy
2. Close persistent
achievement gaps between
low-income students and
their more affluent peers
3. Prepare students to enroll in
and persist through higher
education
STUDENT SUCCESS:
4.60% prof./adv. in math and
55% prof./adv. In reading on
NAEP in gr. 4 and 8 by 2015
5.% not proficient on DCAS
ELA and math cut in half by
2017
6.% enrolling in college up to
70% by 2013-14
7. % persisting through one
year of college up to 85% by
2013-14

The Plan: How will the educator effectiveness ecosystem

lookPriorities
in
Work and
2017?
Mission: Ensure that there is a great teacher and leader in every classroom and school
throughout Delaware.

2013 Human Capital

Ecosystem
TLEU
TLEU
LEA
LEA
ss

Partne
rs

2017 Human Capital

Ecosystem
LEAs
LEAs
LEAs
LEAs

LEA
LEA
ss

Partners

LEA
LEA
ss

2017 LEA Role:

Design and implement
development opportunities
geared towards educators
needs and local context
Collaborate with
TLEU/partners for design
and implementation
support
Continually monitor
outcomes and coordinate
to improve practices

LEAs
LEAs

TLE
TLE
U
U

2017 Partners Role:

Build capacity within LEAs
and schools to sustain
long-term
Provide technical
assistance and highlight
exemplars of practice
Fund innovation and
scaling up of promising
initiatives
Research innovative
practices within Delaware
and nationally and

2017 TLEU Role:

Set clear policies and
regulations that outline the
groundwork for LEA actions
(STANDARDS)
Develop LEA/Partner
capacity through
assistance, exemplars &
networks (SUPPORTS)
Develop strong data
systems that outline
progress, communicate
publically about HC 4/9/15 | 8

Change Management
The changes we are seeking will not happen without purposeful planning and capacitybuilding internally and externally.

Change Management Activities for

TLEU and DOE Staff:

Emphasis on stakeholder engagement

Ongoing training and job-embedded
coaching for directors and staff
Identify the key touch-points and existing
structure to repurpose for LEA support
activities
Determine appropriate delivery chains and
necessary stakeholders for each
goal/activity
Build network of human capital
practitioners across the state; serve as hub
for best practices

Change Management Activities for

LEAs:

Ongoing PD as part of each component

Example: Pre-service component will
offer PD for HR directors on successful
recruitment strategies
TLEU calendar of events, touch points, and
TA strategies

4/9/15 | 9

Work and Priorities

Moving forward: Building upon existing systems and innovations
Having a meaningful evaluation system was a necessary first step, telling us what great looks like; onto this we are layering systems
that train and recruit great educators based on our evaluation system, followed by compensation structure and career paths.

Accomplished by 2013
Priorities through 2017

Compensating People and Providing Career Pathways

Delaware Talent
Cooperative
Teacher-Leader
role piloted in
LEAs

Teacher base pay increases for new educators

Teacher-Leader career pathways defined and
developed
Educator compensation linked to placement,
school contributions, subject area
Educator working conditions most desirable in
Delaware

Recruiting and Training People Based on Our Understanding of

Performance
State-wide recruitment portal and marketing
Launched
www.joindelawareschools.org
SB 51, Regs. 1591-1595 Passed
DLP, TFA, DTM, DTI in-progress

campaign
Educator preparation support & accountability
Innovation in Ed. prep through embedded
training
Strengthening relationship with national
talent partners

Understanding Performance and Providing Supports

2010

Educator evaluation w/ student growth for all

educators
Student growth measures as built by Delaware
educators
Statewide PLCs established and data
frameworks created
Principal Coaching through Vision Network ,
2011
2012
2013
Dev. Coaches

DRAFT for Discussion Only

Ongoing innovation and customization of

evaluation
Professional learning networks via outside
partners
Sustaining statewide PLC structure in
perpetuity
LEA capacity expanded in talent
2014
2015
2016
mgnt/development

2017

10

Immediate TLEU Priorities in FY14 & FY15

Work and Priorities

The aggressive and broad agenda and priorities in the short term for the TLEU are driven by the opportunity provided
by the final year of RTTT, recent legislative/regulatory accomplishments, and momentum built over the past two years

Implement current policies

Implement SB51 and overall educator training reform via regulations,

competitive grants, program monitoring, new data systems, and new
partnerships

Educator Evaluation in 2013-2014:

o Implement DPAS-II policy & implementation changes statewide
o Institutionalize student growth component
o Expand opportunities for innovation (Alt. Systems/Assessments)

Launch new statewide recruitment, selection, mentoring/induction efforts

Set strategy for upcoming high priorities

Design new compensation system (via legislative process)

Determine sustainability strategies for RTTT initiatives (reallocations, nocost extensions, new state funding)

Continue to pivot towards the new Human Capital Ecosystem (e.g. high
quality partners, high capacity districts, etc.)

Build out TLEU 2.0

Build FY15 TLEU budget around key priorities.

Convert temporary TLEU positions to permanent TLEU units.

Embed HC Analytics into the quarterly and annual routines of the TLEU

DRAFT for Discussion Only

11

Additional Funding Will Maintain Whats Working and Help Us Attract

and Retain World Class Talent
Human Capital Funding Scenarios
$m
Maintain alternative
routes like TFA at
RTTT levels
Maintain recruitment
efforts at RTTT levels
Ongoing support for
development
coaches and data
coaches

Grow alternative routes like

TFA, DLP, and Relay
Add new teacher academy
to support induction
Add some funding for
innovation in career paths
and evaluation

Fully fund initiatives

Add new alternate routes like
TNTP and urban teaching
fellows
Make serious investments in
innovation

10.46

7.86
6.66
Column2

9.10
5.30

1.36
Base TLEU
Funding
(Non-RTTT)

Existing Funding

6.40

1.36
Dont Lose
Whats
Working
Funding

1.36
Maintain and
Modest
Growth
Funding

1.36
Ideal World
Class Talent
Funding

12

State Decision-Making Criteria

The following can help TLEU decide which activities in the human capital continuum are
appropriate for the state, and which are better left to districts or external partners.

Filter 1:
Is the activity
required by
regulation or
policy?

NO: Proceed
to Filter 2

YES: Proceed to Filter

1A

Filter 1A:
Is the regulation or
policy worth
changing?
NO: Proceed to
Outcome 1

Outcome 1:
State undertakes
activity
Additional Questions:
What staff will lead or
support the effort?
How will it be planned,
executed, measured?
What are the desired
outcomes?

YES:
Proceed to
Filter 2;
treat
policy/reg.
change as
activity

Filter 2:
Will the activity
contribute to
increased
student
achievement?
Will the activity
advance the HC
continuum?

YES to one or both

questions: Proceed
to Filter 3

NO to both questions:
State does not do
activity

Outcome 2:
State funds
intermediary to
undertake activity

Outcome 3:
State seeds LEAs
to undertake
activity

Additional Questions:
Does state still have a quality control role?
Where will funds come from?
How to select the intermediary or the LEA?
What are the desired outcomes?

Filter 3:
Will Delawares
existing capacity
be best spent on
this activity?

YES:
Proceed
to
Outcome
1

NO:
Choose
among
Outcome
s 2, 3, or
4

Outcome 4:
LEAs undertake
activity on their
own
Additional Questions:
What guidance or
support can state give?
Does state still have
quality control role?
What are the desired
outcomes?

4/9/15| 13

HC 2017 Activities: Talent Cultivation Pre-Service

DDOE will put a heavy emphasis on the pipelines and processes to attract and develop
talent.

Activities in the Human Capital 2017 Plan

Definitions:
Standards: TLEU
actions that lead to
programmatic
requirements, policy
change, or
regulations
Support: TLEU
actions that build
capacity or provide
technical assistance
to LEAS, programs,
and partners to meet
higher expectations
Pressures: TLEU
actions that involve
public dissemination
of data to focus on

STANDARDS:
Set entry/exit criteria for
all prep programs
Create standards to
evaluate programs
Codify alternative
pathways for principal
and A.P. preparation
More residency time
Align prep with
CCSS/evals
Teach science of reading
instruction

METRICS:
Every educator passes a
rigorous exit
exam/assessment prior to
Day 1 of service

SUPPORT:
Work with CAEP/NCATE to
implement higher
standards
Provide innovation grants
Ongoing TA for programs

Increased % of educator
prep programs that meet 9
of 10 State Scorecard
criteria (as defined by
DDOE)

Increased % of first-,
second-, and third-year
educators who drive
student achievement at
above-average rates
Increased % of top
graduates who choose to
teach in DE

Increased % of first-year
educators who qualify for
PRESSURES:
advanced status early
Publish data on
(as defined by DDOE)
teacher/leader program
effectiveness
Redesign prep program
accountability based on
effectiveness
Governor Markell legislative agenda

POLICY/REGULATORY
CHANGES:
Existing:
State review of programs
based on NCATE
Allow alt. programs
DOE review of alt and
traditional programs
New
Legislation/Regulation
Needed:
HC Report?
(L/R) - Change standards
to CAEP (serve as floor)
Budget item for
preparation program
expansion

4/9/15| 14

HC 2017 Activities: Talent Cultivation Recruitment/Selection

DDOE will put a heavy emphasis on the pipelines and processes to attract and develop
talent.

Activities in the Human Capital 2017 Plan

Definitions:
Standards: TLEU
actions that lead to
programmatic
requirements, policy
change, or
regulations
Support: TLEU
actions that build
capacity or provide
technical assistance
to LEAS, programs,
and partners to meet
higher expectations
Pressures: TLEU
actions that involve
public dissemination
of data to focus on

SUPPORT:
Continue to use and
expand state
recruitment portal
Develop portfolio for
recruitment team with
customized TA for
districts on teacher and
leader preparation.
Examples:
Develop recruitment
strategies with LEAs
and provide TA
Develop selection
models for LEA
usage/modification
Study roadblocks that
exist and propose
solutions
PRESSURES:
Analyze recruitment
data and publish results
Tie participation in state
portal or use of state TA
contingent upon

METRICS:
Increased # of
applications for highneed school exceeds
those for similar schools
Increased % of topquartile graduates who
are applying to highneed schools

POLICY/REGULATORY
CHANGES:
New
Legislation/Regulation
Needed:
Budget item for
recruitment portal and
strategies

Increased # of statewide
teacher applications
annually
Increased # of school
leader applications
annually
Increased % of educator
hires prior to May 1

4/9/15| 15

HC 2017 Activities: Talent Cultivation Licensure/Certification

DDOE will put a heavy emphasis on the pipelines and processes to attract and develop
talent.

Activities in the Human Capital 2017 Plan

Definitions:
Standards: TLEU
actions that lead to
programmatic
requirements, policy
change, or
regulations
Support: TLEU
actions that build
capacity or provide
technical assistance
to LEAS, programs,
and partners to meet
higher expectations
Pressures: TLEU
actions that involve
public dissemination
of data to focus on

STANDARDS:
Determine regulations
most in need of change for
teacher and leader
preparation (e.g., extent of
content knowledge
required for each subject)
Establish application fee
Raise requirements for
initial licensure
Eliminate K-12 sped
certificate; differentiate
between elem/sec. sped
certificates; require
subject-matter tests
Remove 90-day provision
for core content teachers

METRICS:
Reduction in volume of
applications from noncommitted applicants
Increase in LEA
customer satisfaction
(measure to be
developed)
Increase in individual
customer satisfaction
measure (measure to be
developed)

POLICY/REGULATORY
CHANGES:
New
Legislation/Regulation
Needed:
Coordinate items in
standards column
(L/R) Report program
effectiveness
Budget item for
preparation program
expansion

SUPPORT:
Improve customer service
practices in terms of
efficiency
PRESSURES:
Monitor and document
LEAs with unlicensed
educators and emergency
licensures
Governor Markell legislative agenda

4/9/15| 16

HC 2017 Activities: Talent Cultivation Induction/Mentoring

DDOE will put a heavy emphasis on the pipelines and processes to attract and develop
talent.

Activities in the Human Capital 2017 Plan

Definitions:
Standards: TLEU
actions that lead to
programmatic
requirements, policy
change, or
regulations
Support: TLEU
actions that build
capacity or provide
technical assistance
to LEAS, programs,
and partners to meet
higher expectations
Pressures: TLEU
actions that involve
public dissemination
of data to focus on

SUPPORT:
Fund innovation grants
for plans
Create New Teacher
Academy and Mentor
Academy
Use technology to
connect teachers and
mentors statewide
With partners, develop
companion program for
principal mentoring

METRICS:
Increased satisfaction
with induction and
mentoring experience
(measure to be
developed)
Increased retention of
first-, second-, and thirdyear teachers in DE
Increased % of new
teachers rated exceeds
on Measure A of
Component V compared
with non-novice
teachers

PRESSURES:
Require LEAs to create
job-embedded induction
plan
Incentivize robust plans
by providing
supplemental funding
Leverage statewide Title
IIA and state Mentoring
funding for
accountability purposes
Governor Markell legislative agenda

POLICY/REGULATORY
CHANGES:
Existing:
New Teacher Mentoring
Program requirements
and funds
District created/stateapproved mentoring
programs
New
Legislation/Regulation
Needed:
(R) Program flexibility
on requirements and
process
(R) NTA/MA do
better?
(R) Require evaluator

4/9/15| 17

HC 2017 Activities: Talent Development and Management

Distribution

Once quality educators are hired, DDOE will focus on measuring performance and
enabling all educators to thrive.

Activities in the Human Capital 2017 Plan

Definitions:
Standards: TLEU
actions that lead to
programmatic
requirements, policy
change, or
regulations
Support: TLEU
actions that build
capacity or provide
technical assistance
to LEAS, programs,
and partners to meet
higher expectations
Pressures: TLEU
actions that involve
public dissemination
of data to focus on

SUPPORT:
Establish state fund for
grants (TIF, i3) to spur
innovation
Also see activities in
compensation/career
pathways

METRICS:
Increased % of
applicants for highneeds schools

PRESSURES:
Publish data annually on
distribution of quality
educators in high-needs
schools; enable schoollevel reporting
Tie distribution of quality
educators to district
rating in statewide
accountability plan
Make receipt of Title I
funding contingent upon
distribution results (b/c
Title I funding is for lowincome students)
Track student
assignment to determine
whether same student

Increased % of teachers
with ~10 years of
experience teaching in
high-needs schools

Increased achievement
in targeted areas in
high-needs schools

POLICY/REGULATORY
CHANGES:
New
Legislation/Regulation
Needed:
(L/R) fold in data into
HC report
(L/R) Budget for
innovation fund

Increased % of
graduates from highquality prep programs in
high-needs schools

4/9/15| 18

HC 2017 Activities: Talent Development and Management

Evaluation and Coaching

Once quality educators are hired, DDOE will focus on measuring performance and
enabling all educators to thrive.

Activities in the Human Capital 2017 Plan

Definitions:
Standards: TLEU
actions that lead to
programmatic
requirements, policy
change, or
regulations
Support: TLEU
actions that build
capacity or provide
technical assistance
to LEAS, programs,
and partners to meet
higher expectations
Pressures: TLEU
actions that involve
public dissemination
of data to focus on

STANDARDS:
Biannually review and refine
evaluation regulations (106A, 107A,
108A) for updates and changes
based on the field
SUPPORT:
Intensify coaching and support of
evaluators/leaders
Revamp communications to make
TLEU one-stop shop for news,
information, TA, updates
Review existing stakeholder
engagement and determine best
feedback loops
Develop plan to tighten and link
technological infrastructure (roster
verification, Bloomboard, etc.)
Create and refine assessments for all
subjects
Work with Vision Network to develop
better implementation in LEAs
PRESSURES:
Report district differences between
Component V data and observation
ratings
Continue auditing/monitoring
evaluation results
Report evaluator certification results
Title Markell
II funding
approvalagenda
Make
Governor
legislative

METRICS:
Credible distribution: Is Delaware's
educator performance distribution
credible? (Y/N metric to be
developed)

POLICY/REGUL
ATORY
CHANGES:

Increased % of educators who list

DPAS-II as a top-three driver of
educator development and student
improvement
Increased % of educators who
receive recommendations or
commendations
Increased % of school districts rated
on-track on DDOE DPAS-II
monitoring

4/9/15| 19

HC 2017 Activities: Talent Development and Management

Compensation/Career Pathways
Once quality educators are hired, DDOE will focus on measuring performance and
enabling educators to thrive and grow.

Activities in the Human Capital 2017 Plan

Definitions:
Standards: TLEU
actions that lead to
programmatic
requirements, policy
change, or
regulations
Support: TLEU
actions that build
capacity or provide
technical assistance
to LEAS, programs,
and partners to meet
higher expectations
Pressures: TLEU
actions that involve
public dissemination
of data to focus on

STANDARDS:
Develop and roll out
revamped salary schedule
based on subject, school,
leadership role, NBCT
(state code)

METRICS:
Increased teacher
retention (overall, highneeds schools, first five
years, of exceeds
teachers, teachers of
color)

SUPPORT:
Develop model career
pathways to differentiated
roles. Examples:
o Specific teacher-leader
roles for highest
performers
o Hybrid teacheradministrator roles
Provide innovation funding
for districts to use career
pathways

Increased job satisfaction

(overall, high-needs
schools, first five years, of
exceeds teachers,
teachers of color)
Increased % of LEAs that
have created bona fide
Teacher-Leadership
opportunities w/ strong
criteria/standards

POLICY/REGULATORY
CHANGES:
Existing:
Teacher, leader, central
office staff, etc. state
salary schedule + local
supplement
New
Legislation/Regulation
Needed:
(L) teacher salary
schedule
(L) model career paths
(TIF, i3 approach)
(L/R) Budget for
innovation?

Increased % of school
leaders who serve in their
positions, effectively, for
three years or more (or 5
years

PRESSURES:
Incentivize use of new
salary schedule with
supplemental funding
Report average salaries of
districts using new
schedule
vs.Markell
non-users
Governor
legislative agenda

4/9/15| 20

Learning and Best Practices from Other States

State Profiles

Interviews wand research states helped to gather information on strategic

priorities and implications for policy, programs, staffing, and budgeting.
Mary Ann
Snider
Chief of
Educator
Excellence
and
Instructional
Effectivenes
s

Human Capital Strategy State Interviews

Lisa Foehr
Director,
Educator
Quality and
Certification
Pete Shulman
RI DOE
Chief Talent
Officer

Jill Hawley
Associate
Commissioner
of
Achievement
and Strategy

NJ DOE

CO DOE

State Interviewee:
State was winner of
Round 1 or 2 Race to
the Top competition

State Interviewee:
State was winner of
Round 3 Race to the
Top competition

Elizabeth Shaw
Former Director,
Office of Human
Capital
LA DOE

Sara Heyburn
Associate
Commissioner,
Teachers and
Leaders
Sylvia Flowers
Executive Director,
Educator Talent
TN DOE

| 21

Findings from Five Other States and Insights for Delaware

State Profiles

Through conversations with four leading states, there were numerous lessons learned
that are pertinent to Delawares Human Capital strategy moving forward.

Key Findings
1.Teacher Evaluation: All states had a very clear philosophy underpinning
their educator evaluation and similar to Delaware, most states consider it
to be the foundation and the first thing that must be in place before other
work.
2.Data, Data, Data: Each state was articulate around how they collect,
analyze, and publish data and its role in driving reform efforts. The work
with SDP is providing Delaware with core capabilities but they need to
become more robust and embedded into the TLES and the Departments
day-to-day activities.
3.Innovation: States are extremely clear on how they seek to drive
innovation and through what levers (e.g. LA utilizing TIF for human capital
and NJ using Bloomboard to crowdsource development opportunities). A
strategy for innovation within TLEU and across the Department must be
articulated and supporting structures put in place.
4.Development: All states took on the role of being brokers of
development opportunities and were very strategic in how they filtered
down opportunities to LEAs. Based on Delawares size, it may be able to
take a more active role in development (e.g. statewide onboarding and
mentoring).

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State Profiles

Colorado Human Capital Strategy

Colorado Department of Education interview responses

Colorado Facts1
843,316 Students

State Interview Responses

Focus Area

Key Findings

Talent
Cultivation

State plays little role in talent recruitment has a website with

little funds
State provides tools to help districts with selection
Heavy role in licensure/certification (spurred by TNTP research)
Focus shifting from inputs to outputs based system for prep
programs
Required to publish data on educator prep program
effectiveness

Talent
Developme
nt

SB 191 spurred state action, with heavier hand due to capacity

of rural districts
Created unit focused solely on teacher evaluation (legislation
mandate)
Provides training, resources, rubrics, growth measures, and
ensures inter-rater reliability
Little work in PD with requirements aligned to evaluations
serve as a broker
Trying to create performance management system through
Bloomboard
Key Takeaways

48,543 Teachers
259 Districts/Charters
1,835 Schools
$8.35B Budget
43.9% State Revenue
49.2% Local Revenue

1.
2.
3.
4.

Policy Scan critical to conduct apolicy

inventory
todetermined
vision/goals(state
to find
hindrancestying
and
Salary
schedulemapped
is locally
encourages
hidden opportunities Talent
to evaluations)
Shared Vision through
a cross-cutting
group,
able to considering
cross traditional
develop
relationships,
Advanceme
Current
legislation
tyingsilos,
increases
in salary
to
and outline shared vision nt
for educatorlicensure
effectiveness
grantsgoals
to districts
to help
Clear Goals develop a set of clear
Small
aspirational
to guide
workwith
and equity
communication efforts
Metrics for Success state should set clear metrics and hold itself accountable for achieving
those results

Source: http://nces.ed.gov/programs/stateprofiles/

23

State Profiles

Louisiana Human Capital Strategy

Louisiana Department of Education interview responses

Louisiana Facts1
696,558 Students

State Interview Responses

Focus Area

Key Findings

Talent
Cultivation

Utilized three FTEs at state to screen candidates for LEAs with

limited capacity
Partnered with four LEAs to implement model staffing initiative
Trained interested principals on how to interview and select
candidates utilizing and opt-in system (see below)
Make available all necessary data around educator preparation
programs and hold accountable for results
Moved regulatory compliance FTEs out in order to focus on
strategic priorities

Talent
Developme
nt

Utilize Chief Information Officer to bring big data to the entire

organization and alleviate dysfunction
Delegate development to local education agencies
Focus on creating capacity through school-leadership teams to
sustain work

48,655 Teachers
132 Districts/Charters
1,509 Schools
$8.10B Budget
46.2% State Revenue
38.2% Local Revenue

Works closely with high-need districts around best human

Talent
capital practices to mitigate flows into wealthier districts (MSI,
principal interviews, etc.)
Advanceme
Key innovation
Takeaways
nt
and competitive grants (TIF, etc.) to drive
Utilize
1. Decision Tree it is key to ask questions
up front (i.e. what is required through legislative and
reforms
regulatory code, who is best positioned to implement the work, economies of scale, etc.) in order to
help guide thinking moving forward
2. Innovation deep dive work with interested districts in order to provide proof points that can scale
throughout the state
3. Data Analysis importance of data to cross-cut departments to provide insight into work and
subsequent actions
4. Opt-in vs. Opt-out determine criteria for specific work streams and the relationship between
1
and the state
Source: LEAs
http://nces.ed.gov/programs/stateprofiles/

| 24

State Profiles

New Jersey Human Capital Strategy

New Jersey Department of Education interview responses

New Jersey Facts1

1,402,548 Students
110,202 Teachers
700 Districts/Charters

State Interview Responses

Focus Area

Talent
Cultivation

Focus on raising the floor for entry into educator preparation

programs
Hesitant to provide funds in order to promote equitable
distribution
Utilize data dashboard to analyze and present information on
educator preparation programs in order to drive demand

Talent
Developme
nt

Evaluations are the centerpiece that other reforms are build

upon
Evaluations first supported by strong policy, clarity on
evaluation process, data to make qualitative/quantitative
correlations, and compliance monitoring
Approaching professional development from a crowd-sourcing
perspective (through Bloomboard) to determine whats working
and what isnt
Provide in-depth support primarily to priority/focus schools

2,634 Schools
$25.34B Budget
41.7% State Revenue
54.2% Local Revenue

1.
2.
3.

Key Findings

Limited focus on compensation currently negotiated locally

with reform later
Talent
Key Takeaways
principals to understand knowledge/skills around
Survey
Advanceme
Data Analysis and Publication Through
collection,
addressing
LIFO analysis, and dissemination of data, the
nt
state can provide relevant stakeholders
information
capable of making
morein
informed
legislative/regulatory
analysis
order todecisions
determine
Conduct
(professional development, teacher preparation,
etc.) career ladders and mentor teacher roles
changes around
Clarity Around Buckets clarity on the continuum ensures concise work streams and clear goals
and objectives that can drive the work on a day-to-day basis within the Department
Market Analysis consideration must be given to not only Delaware, but the surrounding state
competing markets as well

Source: http://nces.ed.gov/programs/stateprofiles/

25

State Profiles

Tennessee Human Capital Strategy

Tennessee Department of Education interview responses

Tennessee Facts1
987,422 Students
66,558Teachers
140 Districts/Charters

State Interview Responses

Focus Area

Talent
Cultivation

Key Findings

Tailor/provide extra support to rural districts due to limited

capacity
Contract with vendor to operate statewide recruitment portal
Make available tools and resources to help with recruitment
and interviews

1,803 Schools

Evaluation is state model with limited pockets of innovation

Utilize evaluation to spur changes in all subsequent areas
$8.28B Budget
within human capital
Regional centers support instructional practices in schools (esp.
46.0% State Revenue
rural)
Regional centers conduct norming and feedback sessions on
Talent
42.7% Local Revenue
evaluation
Developme
Publish evaluation data to enable principals to see and act
nt
upon discrepancies
Partner with New Leaders to analyze principal selection and
evaluation
Professional development at local level, except for PASL at
state
Key Takeaways
Considering a professional development report card
1. Evaluation as Lever critical thought must be given as to whether or not to pursue evaluations as
fulcrum for other reforms or how it can
help supplement
other work
underway
at the state level
Doesnt
prescribe teacher
leader
roles through
2. Public/Private Partnerships
expertise, funds, andinstead,
flexibility
of change
private partners
in and
order to
Talent utilize
certification/licensure;
sees
as organic
highlight best practices
coming from external supports (TIF)
Advanceme
determining
of the
year
3. Common Core need tont
be explicit
Utilize
where performance
Common Coreinresides
and itsteacher/leader
relation to work
in human
selections
capital
4. Intermediaries state must be thoughtful on how to engage vendors and provide clear data on
effectiveness to users
1
Source: http://nces.ed.gov/programs/stateprofiles/

26