Engaging Teacher and Principal Voice

USHCBest People Best Results A URBAN SCHOOLS HUMAN CAPITAL ACADEMY ENGAGING TEACHER AND PRINCIPAL VOICE

Purpose Engaging Teacher and Principal voice is a set of ideas to better leverage teacher and principal voice when introducing new or improved services, programs, and reforms. District teams can review these ideas to gain teacher and principal input whenever they are going to be developing a new initiative. Intended User(s) HR/HC Chief Officers

One of the critical elements that underlies all of the strategic work of Human Capital Management and HR functionality is the active engagement of the teachers and leaders in work. Hearing the “voices” of teachers and leaders takes a concerted effort on the part of the HR team to set in place systems, structures, and practices for this to occur. By hearing from teachers and leaders, the HR leader and department members must consider how they get input in the development and initial thinking of initiatives as well as throughout the process of implementation. Too often, the voices of teachers and leaders are only heard when problems arise rather than as key stakeholders in design and implementation. Below are ways to understand what effective input looks like as well as ways to have these voices heard.

A. Overview

Teacher and Principal Voice – The collective or individual public expression of teachers’ and principals’ knowledge and perspectives [to peers, supervisors, and policymakers] on topics which impact them, their schools, and their students.1 According to Gyurko (2012), three overlapping domains of teacher voice exist:

The Human Capital Connection – Most frequently, Human Resources and Human Capital offices seek to engage teachers and principals about issues related to employment voice and policy voice to inform and get feedback on key practices and policies. Why Engage Teacher and Principal Voice? – Beyond improving practices and policies that impact employees and schools, teacher and principal voice increases employee satisfaction and engagement in district work and change efforts. 2 In fact, longitudinal studies have shown that increased engagement leads to better

1 Gyurko, J. (2012). Teacher Voice. Columbia University, Graduate School of Arts and Sciences. 2 Grantmakers for Education, 2012 Engaging Teacher and Principal Voice USHCBest People Best Results A URBAN SCHOOLS HUMAN CAPITAL ACADEMY performance, as well as higher levels of innovation. By increasing employees’ engagement levels, organizations can also expect a reduction in employees’ probability of departure.3 How to Use this Document: This document includes 6 sections and can serve as your kit when thinking about how to engage educator voice. A. Overview – Provides a brief definition of teacher and principal voice and outlines its importance B. Tips for How to Engage Teacher and Principal Voice – Helpful hints as you begin this process C. Example Strategies to Engage Teachers and Principals – Ideas/ structures for eliciting voice D. Reflection and District Planning Tool – Graphic organizer to organize thinking about current projects E. District Examples and Related Resources – Helpful hints from your contemporaries F. References – More information and research

B. Tips for How to Engage Teacher and Principal Voice

#1 – Engage teachers and principals in multiple stages of your process, being mindful of their schedules Tap into teachers and principal expertise to inform and/or lead change efforts from start to finish. Whether you are implementing a new instructional framework and evaluation system or re-designing the principal hiring process, seize opportunities to involve teachers and principals before, during and after implementation. In some cases, teachers or principals might be enlisted to co-lead or lead parts of the change process. Stages of the change process can be broken into four buckets:

Stage Key Questions Learn What are the emerging needs, issues and perceptions we must address? Design How will the new program or system need to function within our context? Implement How is implementation going, and what issues can we address in real-time? Reflect What went well, what can go better, and what did we learn?

Consider teachers’ and principals’ context and schedules. Think before clustering requests or meetings around the beginning of school, testing, and other important milestones. For instance, the summer break is a good time to engage teachers at a more intense level for co-design, collaboration or significant capacity building. Avoid having teachers and principals leaving their class or school, and ask them for optimal days and times – and give as much notice as possible (at least two weeks).4

#2 – Be thoughtful about whom you engage and how you bring them to the table Encourage self-selection of participants rather than choosing those who are appointed or “voluntold”. Self- selected teachers are often more motivated and engaged than those who are tapped to participate. Invitations to participate in a working group or focus group with a simple screening or application process can make a marked difference in engagement and the quality of the end product.

Consider formalizing teacher engagement through specific teacher leadership roles. Some districts have started Teacher Ambassador programs to provide feedback to the central office on how reforms are impacting teachers. In turn, these teachers work to make sure teachers better understand the reforms at the school-level. Formal roles have the added benefit of recognizing and rewarding highly effective teachers.

Take the opportunity to engage key gatekeepers. Unions, principals and principal managers can all act as “gatekeepers” to the people they manage or represent. One way to improve their understanding and support of

3 Corporate Executive Board, 2004 4 Grantmakers for Education, 2013 Engaging Teacher and Principal Voice USHCBest People Best Results A URBAN SCHOOLS HUMAN CAPITAL ACADEMY initiatives is to collaborate with them on ways to bring the voices of teachers and principals to the table, such as co-selecting teacher applicants for a working group.

Leverage partners who understand the target audiences. Partners, such as alternative providers who support networks of teachers and principals often know the pulse of their participants. Work with district partners, such as New Leaders, Teach for America, and TNTP to bring their voices and perspectives to the table.

#3 – Understand the required levels of investment and effort Plan to invest more than you think you need to engage stakeholders, especially for mission-critical efforts. Whether it is a low-cost or high cost strategy, central office leaders often overlook the planning of their own time, resources, and effort to engage teachers and principals.

Cost Description Low Activities are budget neutral, or built into staff’s duties, and take between 0-6 months to execute. Often used to engage stakeholders to improve or roll out new services, systems, structures or policies (e.g., feedback on an early retirement incentive, or getting requirements for a new self-service system). Activities may include: feedback forms, surveys, focus groups and town halls

Higher Activities and strategies require significant internal and/or external resources in support of a change effort spanning 6 months or more. Often used to deeply engage stakeholders on a large initiative or reform, and to measure levels of engagement across time (e.g., multiple measures evaluation system, new compensation structure). Activities may include: a series of well-designed surveys and/or focus groups, leadership visits to schools, teacher or principal internships or fellowships, and committees or working groups

Choose an engagement strategy to fit the purpose. As the level of engagement with teachers and principals increases, the level of time and complexity within that relationship also increases. One end of the spectrum is not better than the other; the choice of strategy depends on the work that needs to be accomplished.

Continuum of Engagement Strategies (adapted from Grantmakers for Education5) Continuum Step Description Inform Passively educate by disseminating research, news, and updates Use surveys, questionnaires and interviews to gather input and information directly Review from teachers and principals Select and connect teachers and principals to forums, organizations or fellowship Elevate voice opportunities that engage them with policy Create learning communities and prepare teachers to take on larger roles in advocacy Build capacity and reform Invite teachers and principals to be consultants, thought partners, and testers in a more Consult intensive set of interactions, often in the learning or designing phase Teachers and principals serve as co-designers and collaborators to develop the strategy Co-design or approach, and possibly into implementation, reflection and improvement

#4 – Change course, if needed

5 Grantmakers for Education, 2013 Engaging Teacher and Principal Voice USHCBest People Best Results A URBAN SCHOOLS HUMAN CAPITAL ACADEMY Be open to changing strategies or approaches. It should go without saying that if you ask for teacher and principal perspectives, you must be willing and open to change course. If teacher and principal voice cannot lead to changes, be upfront about why. For additional tips, see Figure 8. (p.19) in the Aspen Institute report titled Beyond Buy-In: Partnering with Practitioners to Build a Professional Growth and Accountability System for Denver’s Educators, which is included in the References section of this document.

Engaging Teacher and Principal Voice C. Example Strategies to Engage Teachers and Principals

Example Engagement Strategies Cost Continuum of Keys to Success Engagement Town Hall – enlist leaders to hold one or a Low Inform . Best as follow up to surveys/feedback series of town halls to openly discuss . Prepare leaders with key facts and information upcoming issues or changes . Emphasize value of input and commitment to action . Hold in school buildings and limit travel, if possible Feedback Form – set up an online system to Low Review . Assign ownership of both intake and action collect anonymous feedback from . Ensure and emphasize anonymity stakeholders . Provide periodic feedback on feedback . Provide topical categories to allow for easier analysis Survey – these can range from internal Low to High Review . Leverage existing surveys surveys to research-designed surveys . Remove questions that do not inform action . Ensure and emphasize anonymity Focus Group – these can be conducted Low to High Review . Clarify purpose to best inform design and facilitation internally and informally, or districts can . Be intentional about group composition enlist external experts to design and . Summarize insights in a format that can be shared facilitate focus groups to capture key . Communicate and share results to inform next steps insights from different audiences Working Group/Committee – engage High Consult, . Solicit applications rather than appointing leads teachers and principals in formal working Co-design . Work with labor to review and select participants groups or committees to inform the design . Provide a charter with clear deliverables and implementation of major programs or . Give real leadership roles to teachers and principals change efforts . Provide support (staff, resources, training) . Celebrate and recognize their contributions Internship/Fellowship – establish part-time High Co-design, . Align roles to career ladder and retention strategy or full-time teacher/principal central office Elevate voice . Clearly define objectives and role before selection roles to support the strategy and . Provide adequate/ongoing support to ensure success engagement efforts; alternatively, connect . Celebrate and recognize their accomplishments high performers to external fellowships and programs

5 Engaging Teacher and Principal Voice D. Reflection and District Planning Tool

What project, program, or major initiative is your team currently working on?

How can educator voice assist you in designing, implementing, and evaluating your work?

Be sure to choose a project or initiative that you are currently working on that has impact on and importance to teachers and/or principals. Where possible, complete this chart when the project begins.

Using this tool and the information in sections B and C of this document, consider which stakeholders and partners to engage in the process, what stages of the process to focus on, and possible strategies to employ. Weigh factors such as cost, investment of time, and the level of input you are seeking.

# Project or Initiative Who to Engage At What Stage? How? (Strategies) Owner 1 Ex 1. Rollout of new teacher Teachers, Learn Surveys Mildred hiring process Principals, Design Focus groups Principal Implement Feedback form Supervisors Reflect Consult/test sessions

1 Notes: Work with labor and principal supervisors to solicit and engage 2 principals and 1-2 recent hires to help with the design and testing of the new process. Develop an anonymous survey for recent hires who recently went through the process, and look into capacity and resources to run focus groups before design 2

2 Notes:

3 Notes:

6 Engaging Teacher and Principal Voice E. District Examples and Related Resources

. Example: Denver Public Schools LEAP Implementation – Denver underwent a multi-year, multi-pronged approach to getting teacher engagement and involvement on the design and implementation of the teacher evaluation system. The Aspen Institute summarized their approach and lessons learned in a report titled Beyond Buy-In: Partnering with Practitioners to Build a Professional Growth and Accountability System for Denver’s Educators. This is one of the most documented and comprehensive teacher engagement efforts

. Example: Memphis City Schools and Teach Plus Engaging Teachers on the Teacher Effectiveness Measure (TEM) – Teach Plus partnered with Memphis/Shelby over the initial years of the rollout to gauge the impact of the framework. Teach Plus Policy Fellows conducted various events and survey instruments to collect information across all MCS teachers o Teachers at the Table, a 2011 report on an event that surveyed over 115 MCS teachers on TEM o Lessons from the Leading Edge, a 2011 report on an event that surveyed over 1,000 MCS teachers on TEM o Impact of TEM on Teacher Practice, a 2013 report from focus groups with about 150 teachers by Teach Plus Policy Fellows

. Example: Pittsburgh Public Schools Collaborative Policy Series – Pittsburgh engaged over 50 teachers and school leaders collaborating in 6 teams as part of an ongoing process to address key policy areas, including climate and culture, promotional opportunities, compensation and non-financial incentives, staffing across schools teacher assignment and instructional delivery, and teacher scheduling. The process ran from October 2013 to March 2014, ending with key policy priorities and recommended actions

. Example: New York City Department of Education – In 2013, NYC DOE launched its Big Apple Awards to recognize outstanding teachers in New York City. Teachers are nominated by a principal or member of the school community (students, parents) and go through a rigorous screening process. Big Apple Awards winners participate in a 1-year fellowship program through the district to improve their leadership skills and serve as a resource to the district on excellent teaching. This program provides a way for districts to both recognize/reward outstanding teachers and engage them in a dialogue around policies that impact them

. Resource: 6 Tips on Using Teacher Surveys (from Evaluating Evaluations, Aspen and the Parthenon Group) – A report with practical tips and examples on how to engage teachers and generate information on what’s working and what’s not through the use of teacher surveys. Download the report here.

. Resource: Engaging Teachers in Evaluation Reform (Everyone at the Table) – A toolkit with detailed moderators guides, agendas, protocols and resources to help districts and administrators to involve teachers in the teacher evaluation reform process. Access the toolkit here.

. Resource: A Toolkit for Teacher Engagement (Grantmakers for Education)– This is a practical toolkit aimed at supporting grant-makers with teacher engagement, which can easily be applied more broadly to districts and their work with both teachers and principals. Download the report here. F. References

Aspen Institute. (2013). Beyond Buy-In: Partnering with Practitioners to Build a Professional Growth and Accountability System for Denver’s Educators. Retrieved from http://www.aspeninstitute.org/publications/beyond-buy-partnering-practitioners-build-professional- growth-accountability-system

7 Engaging Teacher and Principal Voice Corporate Executive Board – HR Leadership Council. (2014). Upgrading the Organization’s Employee Engagement Strategy. Retrieved from https://www.hrleadershipcouncil.com/HRForum/Documents/HRLC_EmpEngage.pdf

Engaging for Success: Enhancing Performance through Employee Engagement. Retrieved from http://www.engageforsuccess.org/wp-content/uploads/2012/09/file52215.pdf

Grantmakers for Education. (2012). A Toolkit for Teacher Engagement. Retrieved from http://www.edfunders.org/sites/default/files/GFEToolkit_FNL.pdf

Pennington, K. (2013, June). New Organizations, New Voices: The Landscape of Today’s Teacher Shaping Policy [PDF document]. Retrieved from the Center for American Progress: www.americanprogress.org

8 Engaging Teacher and Principal Voice