American education is facing challenges including budget cuts, increased standards, and high teacher attrition. Effective talent management can help districts improve teacher effectiveness and retention by providing personalized learning, tracking performance, and supporting career growth. Integrated talent management systems allow districts to deliver differentiated instruction to educators through all stages of their career. These systems make talent management more efficient and data-driven while empowering teachers with customized development opportunities. Case studies show districts that implement talent management software see benefits like increased compliance, insight into training needs, and improved outcomes.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Exploring the impact of career models on teacher motivation: An exploratory s...IIEP-UNESCO
Lucy Crehan, CIES 2017
Based on research by Lucy Crehan on Exploring the impact of career models on teacher motivation, the review will look at whether a change in the administration of teacher career models could improve the quality of teaching in schools by motivating teachers and increasing the appeal of the profession. The findings underline that career structures should be designed in such a way that would encourage autonomous motivation of teachers, while at the same time holding teachers accountable for the quality of their teaching.
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Exploring the impact of career models on teacher motivation: An exploratory s...IIEP-UNESCO
Lucy Crehan, CIES 2017
Based on research by Lucy Crehan on Exploring the impact of career models on teacher motivation, the review will look at whether a change in the administration of teacher career models could improve the quality of teaching in schools by motivating teachers and increasing the appeal of the profession. The findings underline that career structures should be designed in such a way that would encourage autonomous motivation of teachers, while at the same time holding teachers accountable for the quality of their teaching.
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
This is the final report of the National Conference in AIESEC in Spain which took place in Madrid from 27th to 30th November 2014 and reunited 148 university students who are AIESEC members.
Lisa Morales introduces viewers to key concepts for startups and shares her experiences in forging successful products. Lisa encourages deep thought about the nature of your idea and walks entrepreneurs through the process of designing a successful product and pairing that product with a visible need.
This content was produced for the 2014 San Juan Winter semester of the Founder Institute by Founder Institute mentor Lisa Morales, successful entrepreneur and design expert.
Follow Lisa on Twitter at:
https://twitter.com/lisahellebo
Why Finding and Keeping Quality Teachers Matters So Muchnoblex1
This issue is timely for two reasons. First of all, the specter of impending teacher shortages, particularly in the areas of mathematics, science, foreign language, English as a Second Language (ESOL), and special education, means that schools will need to work harder to find and hire teachers in these areas, and will have to pay more attention to keeping the teachers they have. Secondly, the evidence that points to a direct connection between quality teachers and high student achievement is so compelling that schools should be putting more and more effort into making sure they find and keep the highest quality teachers.
The Process
The process of maintaining a quality staff has three distinct parts, and different strategies are necessary for each. The first part of the process is finding and hiring new high-quality teachers, the second part is keeping those new teachers, and the third part is keeping high-quality veteran teachers.
Finding New Teachers
Part of the recruitment process requires laying the appropriate foundation. Each school district should have a system that works toward making teacher selection efficient and reliable. This system should:
- identify the attitudes, behaviors, and skills that characterize the kind of teachers the district wants in the classroom;
- screen for those characteristics at every stage of recruitment;
- ensure that the hiring process complies with federal, state, and local laws;
- eliminate unproductive paperwork so that the best candidates have faith in the competence of the system recruiting them;
- reserve labor-intensive personal evaluation for only the most promising candidates; and
- validate the selection process to ensure that it predicts excellence in classroom and professional performance.
In addition to traditional recruiting at local job fairs, administrators should take full advantage of other recruitment tools, including collaborating with careers centers and schools or departments of teacher education at local universities, travelling to job fairs in other districts, and recruiting teachers from other states and countries.
Another, more long-term, solution is to recruit internally by encouraging substitute teachers and paraprofessionals to complete the training necessary to be a certified teacher. For some, this may mean attending a local community college, then completing the program at a college or university. Tuition funding, even if only partial, may enable some school staff members to become certified teachers.
Keeping New Teachers
It's hard to overestimate the importance of support for new teachers. Although the first few years may always be the hardest, school leaders can put in place programs to help new teachers feel less stress and alienation.
These programs include the following:
- Providing early and effective back-to-school orientation.
Source: https://ebookschoice.com/why-finding-and-keeping-quality-teachers-matters-so-much/
This independent study, conducted by EdNexus Advisors, LLC, was sponsored by School Improvement Network to better understand each state policy on providing and funding meaningful teacher professional development tied to teacher evaluations. Further states were surveyed on the state relationship with districts on requiring or recommending professional development and to what extent districts were providing professional development tied to state mandated evaluations.
This article was retrieved from the ERIC database in the CEC L.docxchristalgrieg
This article was retrieved from the ERIC database in the CEC Library on 1/7/2016.
Frank, S., Baroody, K., & Gordon, J. (2013). First steps: What school systems can do right
now to improve teacher compensation and career path. Education Resource
Strategies.
1
JULY 2013
TRANSFORMING TEACHING
The Moment
Across the country, school districts are struggling to improve student performance on flat or declining
budgets. While school improvement methods are as varied as the towns and cities where they take
place, district leaders increasingly agree that the road to improved student outcomes must pass
through improved instruction. With many states implementing new teacher evaluation systems, and
the impending arrival of Common Core standards that will put pressure on an already stressed teaching
force, districts are trying to adapt their human capital strategies to develop and retain teachers for the
21st century. One of the most potentially catalytic elements of any human capital strategy is teacher
compensation and career path.
Many districts are understandably cautious about implementing large changes, such as redesigning the
step-and-lane system that has existed for decades. New evaluation systems must be implemented and
vetted before they are linked to compensation, and it is challenging to find common ground among
administration, teachers, and unions on the best approach. But most districts face critical student
performance challenges and budgetary constraints now—and need to improve in the short term even
as they lay the foundations for broader change in the future.
First Steps
In this paper, we outline a series of actions that districts can take to start moving toward a future vision
of the teaching job. These First Steps shouldn’t replace the larger work of overhauling the system, but
they allow districts to have short-term impact while advancing toward the ultimate goal. We define
First Steps as actions which:
• Have a positive impact on student outcomes
• Can be implemented within a year
• Can be implemented within existing collective bargaining agreements or are likely to have broad support
TEACHER COMPENSATION & CAREER PATH
First Steps:
What School Systems Can Do Right Now to
Improve Teacher Compensation and Career Path
Part of a series of ERS publications on teacher compensation, this paper explores the steps districts
can take now for sustained impact on teacher effectiveness.
By Stephen Frank, Karen Baroody, and Jeff Gordon
2
• Require little or no new investment, or are budget neutral when implemented in combination
• Build toward a new vision of a teacher compensation and career path system that can attract, retain,
and leverage the skills of a highly effective teaching force
Though these First Steps described below are numbered, they do not need to be taken in order. In
addition to describing each strategy, we estimate how much each action might cost to implement (or
save if imp ...
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
How To Get Started Improving Your Efforts To Support And Assess Novice Teachersnoblex1
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
2. American education is at a crossroads.
Nationwide, districts are struggling with
economic constraints, preparing for
increased retirements within the workforce,
and managing ever greater demands placed
on individual educators and their schools.
Simultaneously, student performance data
is being measured and analyzed to a degree
not seen prior, and results across the nation
show the need for significant improvement
in student outcomes.
School officials largely agree ensuring
a great teacher in every classroom is a
critical step toward addressing student
achievement. Yet, amid budget cuts and
increased federal and state regulations, the
nation is also witnessing a teacher exodus.
Research shows one in three teachers is
considering leaving the profession, in part
because of cuts to resources. 1
Given these multiple challenges, how
can districts stem attrition and improve
teacher effectiveness? Federal grant
programs, including Race to the Top
(RttT), Teacher Incentive Fund (TIF) and
Investing in Innovation (i3), point to the
value of effective and efficient educator
development as a key solution. Likewise,
legislative initiatives in many states, as well
as Federal ESEA flexibility waivers, also
require innovation in talent management.
Educators who are empowered and
engaged are more effective in the
classroom and more likely to stay in
the profession. Yet delivering these
opportunities can be challenging,
given the complexity of comprehensive
talent management. One way to
meet these demands is for districts
to apply an integrated approach to
talent management. Integrated talent
management is a proven method that
empowers educators, which in turn serves
to improve achievement in the classroom.
With integrated talent management,
districts can deliver learning opportunities,
track and manage performance, and turn
dispirited educators into engaged and
effective teachers.
csod.com2
1
MetLife Inc. The MetLife Survey of the American Teacher.
March 2012.
Executive Summary
3. Teachers are the single most important
school-related factor in student
achievement, a district’s very raison d’etre.
Research and practical experience bears
this out time and time again: among
the short list of common themes in a
McKinsey & Company 2007 analysis,
How the World’s Best-Performing School
Systems Come Out on Top, the most
important common denominator was
that “the quality of an education system
cannot exceed the quality of its teachers.”
According to research in the 2012
MetLife Survey of the American Teacher,
“teachers are widely acknowledged as
the most important school-related factor
influencing student achievement.”2
Yet the outlook for teachers—and
districts—is troubling:
● Every year, an estimated 157,000
teachers leave the profession.
● Every year, 232,000 teachers
change schools.
● Job satisfaction has dropped to its
lowest level in more than 20 years.
● Nearly one in three teachers is
considering leaving the profession,
in part because of cuts to resources.3
The statistics for turnover among
new teachers are just as frightening.
Some 20 percent of all new hires leave
the classroom within three years. In
urban districts, close to 50 percent of
newcomers leave the profession during
their first five years of teaching.4
These
predictions come at the same time as
total public elementary and secondary
enrollment in the United States is
projected to set new records every year
until 2019.5
csod.com3
2
Ibid.
3
Ibid.
4
The High Cost of Teacher Turnover. National
Commission on Teaching and America’s Future, 2007.
5
U.S. Department of Education, National Center for
Education Statistics. Digest of Education Statistics, 2010
(NCES 2011-015).
Education at
the Crossroads
4. What do these statistics tell us? First,
they speak to the fact that teachers
face tremendous pressure today, from
increasing disciplinary issues in the
classroom to frozen salaries. Second,
this educator exodus illuminates a level
of unhappiness in the classroom that
isn’t being sufficiently mitigated by
existing engagement and empowerment
strategies. Third, this unhappiness
threatens not only a district’s continuity
but effectiveness in the classroom—and
thus student achievement.
There is hope, however. While districts
can’t control funding or parental
attitudes toward discipline, they can
change how they empower, engage, and
retain teachers. Just as it’s often difficult
to see the forest through the trees, the
key to engagement—and effectiveness—
is already in use in the classroom. The
methodology of differentiated instruction,
which has improved student achievement
nationwide, provides the thinking, tools,
and opportunities that can also empower
and engage educators.
Like students, educators vary greatly
in their backgrounds, interests,
readiness, and preferred method of
learning. Differentiated learning allows
for personalized instruction whereby
students—and now educators—
can maximize growth and success
via individualized content, product,
process, and learning environment. New
technology is key to making differentiated
instruction both efficient and cost
effective: software, video streaming,
and online courses and forums allow
instruction to more easily transcend the
paradigm of “one size fits all” instruction
and review.
csod.com4
Engaged Teachers Are Effective
Teachers: Expanding Use of
Differentiated Instruction
5. Districts are embracing the differentiated
instruction model as a way to engage
and empower their educators—and
subsequently improve both retention
and classroom achievement. Yet some
districts may be hesitant to do so because
of concerns about the time, cost, and
labor investment required to practice
personalized learning and engagement.
And rightly so: personalization can be more
resource intensive—if districts continue
to rely on in-person and onsite learning
opportunities, manual competency and
professional development tracking, and paper-
intensive processes.
Instead, districts are turning to powerful
technology to make differentiated
instruction both effective and efficient.
Technology, long considered the epitome
of the impersonal, now offers one of
the most effective ways to personalize
empowerment and instruction
opportunities. Differentiated instruction is
feasible today, even amid stricter budgets
and fewer resources, precisely because
of technology’s capability to provide
one-on-one learning and personalized
engagement opportunities.
Vanguard districts have discovered that
using software systems designed specifically
for talent management can provide these
personalized, differentiated development
opportunities. The learning management
component of a talent management
system allows districts to deliver highly
customizable training, identify skill gaps,
and create development plans that inspire
and motivate.
However, talent management software
offers more than just learning opportunities.
Most effective talent management
systems are integrated suites that cover
the entire employee life cycle. They span
an employee’s development from the day
they are hired, through ongoing training
and performance measurement, all the
way through planning for their future with
the school or district. Like differentiated
instruction programs, effective, integrated
csod.com5
Delivering Empowerment and
Engagement Opportunities
6. talent management systems allow an
organization to create, deliver, and
manage personalized development
programs that gather targeted feedback
and recommendations for each employee.
With an integrated talent management
system, a district can more efficiently
engage and empower employees during
all four stages of the career lifecycle:
● Recruiting. A talent management
system’s recruiting component allows
districts to more efficiently identify
and assess highly qualified candidates,
build skills and competencies required
for critical roles, reduce time-to-
effectiveness for new hires, and
engage new education leaders faster
through social networks.
● Developing. With a learning
management system, a key part of a
talent management system, districts
can create, manage, and deliver
personalized training and development
programs that bring together targeted,
blended learning programs for every
individual; maintain compliance by
delivering and tracking mandatory
training; connect educators, coaches,
and mentors; and grow future school
and district leaders.
● Rewarding. Compensation
and performance tracking and
management components help
districts conduct performance
evaluations and observations aligned
to competency frameworks; align
individual goals with school, district,
and state objectives; and reward top
talent with both compensation and
development incentives.
● Retaining. Comprehensive talent
management systems also provide
visibility into career paths, empower
educators to create individual
development plans along the career
lattice, and help systematically
identify and retain top talent for
critical district roles.
The result? Educators are nourished
and engaged from day one in the
classroom. Clear goals, career paths,
training opportunities, and performance
feedback serve to engage, motivate, and
inspire teachers, who then do the same
for students. Administrators easily gain
insight into teacher performance as it
relates both to student achievement and
advancement, and HR departments can
track compensation and competencies
with little paperwork and in real time.
csod.com6
7. The San Francisco Unified School
District (SFUSD) had a contract-based
requirement to provide eight hours
of professional development per year
specifically for clerical staff and a
compliance-based mandate to provide
significant professional development
to special education teachers and
paraprofessionals. Challenges included
the following:
● The district had no system in place
to manage or track educational
development programming.
● District leaders lacked an on-demand,
consistent, or reportable system
for determining which professional
development modules had been
started or completed.
● Administrators could not easily
determine which employees were
enrolled in programs, what an
employee’s progress was in a
particular program, or who had
completed programs.
● All of the necessary development
programs were instructor-led (i.e., live)
programs. Without an online method
for registration and tracking, managing
and reporting was cumbersome and
not always up to date.
Working closely with Cornerstone
OnDemand, SFUSD implemented a
talent management system to address
the challenges of compliance and
educator empowerment in its special-
education program.
SFUSD implemented Cornerstone
OnDemand’s Learning Cloud,
transforming the way nearly 800 special
education teachers and an equal
number of paraprofessionals register
for, complete, and track their training.
Since its launch, the cloud-based learning
management system has
● empowered district leadership to
track, in real time, each teacher
and paraprofessional’s program
participation and completion
csod.com7
One District’s Story:
San Francisco Unified School District
8. ● helped SFUSD meet compliance
requirements, including being able
to collect evidence that a specific
employee was trained in a particular
strategy, strengthening the district’s
legal defense in case of future
compliance challenges
● made reporting more efficient
and effective
● given administrators greater insight
regarding necessary program
adjustments
According to Cecelia Dodge, SFUSD’s
former assistant superintendent of
special education, “The Cornerstone
OnDemand platform helped us improve
the skills and capabilities of our special
education teachers and paraprofessionals
in the district. Extending these proven
development opportunities to all teachers
and other employees in the district could
help to improve educational outcomes
for more students.”
csod.com8
Summary: The Case for
Talent Management Software
American education has a demonstrable
need for an integrated approach to
talent management to empower and
retain teachers and address classroom
performance. Integrated talent
management, when applied to create
learning, performance, and career
opportunities, can help stem attrition and
disengagement—thus improving teacher
effectiveness and student achievement.
Expanding integrated talent management
to include use of a software solution
can greatly enhance a district’s efficacy
in supporting educators throughout
their entire career lifecycle. Integrated
talent management software reduces
paperwork, streamlines learning, and
provides the one-on-one connection
designed to ultimately empower each
employee. It can be configurable to meet
a district’s specific needs, easy to use,
and accessible from any web browser,
anytime, anywhere. Because its interface
is designed to work as simply as a typical
consumer website, a truly effective talent
management solution for education
systems can be used without any training.