Recruitment & Selection For Academic Acceleration

1. Recruitment & SelectionFor Academic Acceleration May 14, 2013

2. Talent Management Coordinator Talent Management Coordinator Talent Management Coordinator Screened Pool of Applicants Network 1: Human Capital Campus Coordinator (2) Network 2: Human Capital Campus Coordinator (2) Network 3: Human Capital Campus Coordinator (1) Human Capital Central Office Coordinator Human Capital Central Office Coordinator • Additional Changes • Compliance Coordinator to check/handle certification issues throughout the whole process. • Project Manager to update/create job descriptions for all positions and to align to actual job functions. Coordinate ATS upgrades- selection and managing of screening tool-hiring rubrics-EEO5 Report- HCM PEIMS- Teacher Effectiveness- etc. • ADR/Grievance Coordinator to oversee and ensure compliance with the handling of all grievances thus freeing up Rufino to assist principals/supervisors with exiting non-effective employees. Human Capital Transactional Team Coordinator Transactional Team (Concierge) (6)

3. Recent Reports/Findings:(FWISD Curriculum Audit) • Establish a system for monitoring and supporting equity across the District. Ensure that those buildings with the greatest needs have the most experienced and effective teachers and principals. • Not all students come to school equally- equipped or prepared to learn; hence, it is up to schools to remedy these disparities. Academic improvement should not be consistent for every child students who are below grade level must have accelerated instruction and learning opportunities so they make faster gains than other students, to ensure they do not fall further and further behind. • Schools have no control over the poverty levels in the surrounding neighborhoods, nor over the preparedness and experiences their students bring to school. They do, however, have control over the quality and alignment of instruction. Under a state of equity, students with greater needs receive greater attention and resources, to make up for the difference with children who began with more.

4. Recent Reports/Findings:(Performance-Based Monitoring Analysis System {PBMAS}) • The Academically Unacceptable campus progress reports revealed that campus administrators have faced challenges finding prepared, effective teachers when filling teaching vacancies. • Review the process of staffing campuses that are not performing at an acceptable rate, to ensure that staffing is based on need. • Identify barriers to the hiring and proper placement of highly- qualified and effective teachers, and develop and implement a plan to address the findings.

5. Recent Reports/Findings:(Strategic Plan) • Develop a strong recruitment, selection, leadership and continuous training model which acknowledges educating students as our core mission. • Establish a system that attracts, selects, develops, retains and recognizes employees who provide high-level services to students, parents, and communities.

6. What we know to be true in FWISD & other districts:(STRATEGIC DATA PROJECT: The Novice Teacher Placement Pattern) • High-poverty schools have greater proportions of novice and newly-hired teachers than low-poverty schools • Less experienced teachers are placed with lower performing students both District-wide and within specific schools • Placing more experienced teachers with more advancing students may widen existing achievement gaps

7. Lines Worth Sharing onEducator Quality • “Time and time again, teacher quality prevails as the single most important school-related variable affecting student achievement (National Commission on Teaching and America’s Future, NCTAF). • “The quality of instruction in the classroom has a significant impact on children’s academic curiosity and achievement” (Linda Darling-Hammond). • “The single most important decision you make for students is to hire a teacher” (Richard Smith). • “Ideally, an investment in teacher quality starts at the earliest stage of a teacher’s career and continues throughout a professional lifetime “ (Moir and Gless, New Teacher Center).

8. What research tells us: 50th 3rd 50th 37th 50th 63rd 50th 78th 50th 96th

9. How are we staffing our schools/classrooms? • To what degree are the placement patterns driven by the concentration of novice teachers and lower-performing students in certain schools? How much is occurring within schools? • Are there internal school politics that influence placement patterns? Are there formal or informal arrangements that enable more senior teachers to choose their classroom assignments? Is there a norm within the District that novice teachers need to “put in their time” with more difficult assignments? Do parents of higher-achieving students influence placements to well-known teachers/schools? • Are there timing factors that are important? Are classroom rosters drawn up early in the summer? Are students who enroll late assigned to teachers hired just prior to the school year?

11. New Application Questions • Are you committed to teaching at any Fort Worth ISD campus and serving all student populations? • The Fort Worth ISD’s vision is: “Igniting in every child a passion for learning.” As a Fort Worth ISD educator, how will you ignite a passion for learning in all of your students? (100 words or less) • Have you resigned from or otherwise left any type of employment in lieu of or to avoid termination, or to avoid investigation for alleged misconduct and/or dismissal in Texas or any other state or place?

12. New ZeroRisk® Assessment • All teacher candidates will be asked to complete the ZeroRisk® Hiring System Profile during the selection process. The information collected during this 20-minute exercise will help us select the right person for the right position, which will help us reach our District goals. In no way will this information be the sole basis for an employment decision with the Fort Worth ISD. • Following an initial application screening, candidates will receive an email from ZeroRisk® with an Internet link and access code that will allow them to complete the 20-minute task. Upon receipt of this link, candidates will have 72 hours to complete the task. Shortly after, we receive a report that will rate the candidates as: low risk, moderate risk or high risk. • Candidates will not be permitted to see the results of their profile. Combining an analysis of the resume, job application and other qualifications, low and moderate risk applicants become top priority for the selection event and demonstration lesson.

13. References • Center For Education Policy Research. Harvard University (2012). STRATEGIC DATA PROJECT The Novice Teacher Placement Pattern. • Darling-Hammond, L. (2000). How teacher education matters. Journal of TeacherEducation, 51(3), 166-173. • Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. • Moir, Ellen and Janet Gless. (2001). Quality induction: An investment in teachers. Teacher Education Quarterly, 28 (Winter 2001): 109-114. • National Commission on Teaching and America’s Future (NCTAF). (1996). What matters most: Teaching for America’s future. Kutztown, PA: Kutztown Publishing. • Smith, R. (2009). Human resource administration: A school based perspective. 4th. Ed. Larchmont, NY: Eye on Education, Inc. • Texas Education Agency On-site Monitoring Visit Findings (April, 2012). Gene Sekula, TEA Team Lead. • Texas Curriculum Management Audit Center (August, 2012). A Curriculum Audit of the Fort Worth Independent School District. Fort Worth, TX.

14. QUESTIONS

15. Presentation Name