Alignment of Human Resource
Practices to Teacher
Performance Competency
Based on an article in the Peabody Journal of
Education (Vol. 79, #4, 2004)
CPRE 2004 National Conference on Teacher
Compensation and Evaluation
Herbert Heneman III
Anthony Milanowski
What Are Teacher Performance
Competencies?
‹ Desired
teacher behaviors and behavioral
standards
‹ Thought
to be drivers of student achievement
‹ Expressed
model
in a performance competency
A Teacher Performance Competency Model
- Framework for Teaching (Danielson, 1996)
‹ Four
–
–
–
–
Behavioral Domains
Planning & Preparation
The Classroom Environment
Instruction
Professional Responsibilities
‹ Specific
Behavioral Standards(Components) for Domains
– Examples: Managing Classroom Procedures (2), Providing
Feedback to Students (3)
‹ Four
Levels of Performance & Performance Rubrics
Research on Framework for
Teaching
‹ High
teacher understanding & acceptance
‹ Many
potential ‘glitches’ when implemented
as an evaluation system
‹ Some
evidence of criterion-related validityevaluation scores predict student learning
gains in reading & math
Validity Evidence: Cincinnati
Correlation
Grade
Reading
Math
3
4
5
6
7
8
Avg.
.43
.03
.45
.37
.16
.31
.32
.46
.37
.53
.56
.20
.30
.43
Correlation Controlling for
Teacher Experience & Eval Yr
Reading
Math
.35
.04
.52
.50
.29
.62
.36
.39
.25
.43
.55
.37
.17
.34
Figure 1
Model of Human Resource Management Systems Alignment
Student Achievement Goals
Teacher Performance Competency
Instructional Policy &
Practice
Recruitment
Applicant Pools
Information
Selection
Certification
Assessments
Standards
Human Resource Policy &
Practice
Induction
Prof. Development
Pre-service
On-the-job
Content
Teacher Planning
Mentoring
Content
Participants
Performance
Management
Teacher Evaluation
Feedback,Coaching
Goalsetting
Remediation
Compensation
Base Pay
Variable Pay
Hiring Packages
Instructional
Leaders
Selection
Training
Perf. Mgmt.
see the pages titled “Specific HR Practices in the HR
Alignment Model” in handout….
Research on HR Alignment
Two Sites: Cincinnati & Washoe County (Reno)
Information Sources
‹
‹
–
–
–
–
–
‹
‹
Interviews
Policies
Web sites
Forms & Brochures
Contracts
Develop Synopsis of Aligned HR Practices
Note Where No Alignment Present
Major Findings
‹
‹
‹
HR practices evolved from the Teacher
Performance Competency Model (See handout for
examples)
HR alignment was uneven across the 8 HR areas
For Cincinnati, alignment was strongest for
recruitment, selection, induction, mentoring, and
performance management
Major Findings
‹
For Washoe, strongest alignment for induction,
mentoring, professional development, and
performance management
‹
For both Cincinnati & Washoe, little or no
alignment for compensation, some components of
performance management, and instructional
leaders.
Example: Development of Aligned
Teacher Selection Instrument
Potential
Quality Indicators
Teacher Performance
Course content subject exposure
Course grades
Teaching experiences
•Subjects
•Type of school & classroom
•Assessment of practice
Non-teaching experiences
•internships
•volunteer
Planning & Preparation
Classroom Environment
?
Instruction
Professionalism
Process: Use of Experts
1.
2.
3.
4.
Identify panel of job or subject experts
Panel suggests potential teacher quality
indicators
Indicators are vetted – final set chosen
Questions developed to collect information
on indicators from teachers
Process: Longitudinal Validation Study
1.
2.
3.
4.
Teacher candidates respond to questions about
indicators as part of application process
Teacher responses are not used in selection
decisions
Correlate teacher responses with subsequent
teacher performance ratings and student
achievement gains
Use only valid quality indicators in hiring future
teachers
Discussion
‹ What
are other examples of HR alignment that
you can suggest?
‹ How
does a district go about the design and
implementation of HR alignment?
‹ What
are potential roadblocks to creating HR
alignment?