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Human Capital: Unions and School Districts Collaborating to Close Achievement

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Human Capital: Unions and School Districts Collaborating to Close Achievement Unions and School Districts Collaborating To Close Achievement Gaps Closing the Achievement Gaps Initiative www.neafoundation.org January 2010 Forward The NEA Foundation The NEA Foundation is an independent, nonprofit, public charity created in 1969 and sustained by contributions Dear Colleagues: from educators, corporate sponsors and others. The NEA Foundation offers grants and programs that support We are confronted today, more urgently than ever before, with the need for creating a sustainable system for educators’ efforts to close the gaps in student achievement, developing the highest quality teaching in our nation’s public schools. And multiple sectors—from business to increase classroom innovations, salute excellence in school districts and communities to education labor unions and the philanthropic sector—all have roles to play. education and provide professional development. For more information, visit neafoundation.org. The present publication, Human Capital: Unions and School Districts Collaborating to Close Achievement Gaps, lays out human capital development as a robust conceptual and operational framework for generating just such a system. We believe that human capital systems will most likely be effective if they are designed with—and not just for— The NEA Foundation Board of Directors the key human capital asset of public education, namely educators. Education unions can, and do, play a vital The Honorable Lauri J. Fitz-Pegado, Chair Brenna Isaacs role in bringing to bear educators’ collective energy, voice, and expertise on needed educational improvement. Elizabeth Oliver-Farrow, Vice-Chair Lionel C. Johnson John I. Wilson, Secretary-Treasurer Herb Levitt It is my sincere hope that you will find this publication useful for spurring new ways of thinking andcollaborating in Peter I. Belk Lori McFarling your communities, and ultimately, for increasing the academic achievement of all students. R. Joseph Bower Jessica Mendoza Kimberly Oliver Burnim Larry Nelson Best regards, Mark Howard Chichester Ambassador Pete Romero Harriet Sanford Jeremiah Collins Harriet Sanford Deborah A. Cowan Dennis Van Roekel President and CEO Therese Crane Kevin G. Welner Clara Floyd Jessie Woolley-Wilson Christopher Gardner Human Capital: Unions and School Districts Collaborating to Close Achievement Gaps Human Capital: Unions and School Districts Collaborating to Close Achievement Gaps Acknowledgements Table of Contents Collaborative Communications Group Washington,DC The NEA Foundation Closing the Achievement Gaps Initiative Advisory Group: Introduction .................................................................................................5 Naomi Joy Baden Christy C. Levings Segun Eubanks Director, Center for Teacher NEA Executive Committee Director, Teacher Quality Lessons Learned .........................................................................................7 Leadership, Inc. National Education Association National Education Association Rockville, Maryland Washington, DC Washington, DC Broadening the Focus: “Human Capital” ................................................ 11 Glen W. Cutlip Edwin C. Darden Sheila Simmons Senior Policy Analyst, Research Director of Education Law and Policy Director, Human and Civil Rights National Education Association Appleseed National Education Association New Roles for Unions ............................................................................... 13 Washington, DC Washington, DC Washington, DC Deborah Kasak M. Bruce King Gene Chasin Principles for Human Capital Systems .................................................. 17 Executive Director Faculty Associate Senior Vice President National Forum to Accelerate Dept of Educational Leadership & Policy Say Yes to Education, Inc. Toward a New Vision of Teacher Unions ...............................................22 Middle-Grades Reform Analysis New York, NY Savoy, IL University of Wisconsin-Madison Casey D. Cobb Appendix .....................................................................................................23 Barnett Berry Kristin R. Kurtenbach Director, Center for Education President Founding Partner Policy Analysis Center for Teaching Quality Collaborative Communications Group Neag School of Education Hillsborough, NC Washington, DC University of Connecticut Storrs, CT Herb Levitt Kevin G. Welner President Professor, School of Education Brenda Turnbull Union County Education Association University of Colorado at Boulder Principal NEA Foundation Board of Directors Mark Simon Policy Studies Associates Clark, NJ Washington, DC National Coordinator Kay Brilliant Mooney Institute for Teacher and Director, Education Policy and Practice Union Leadership National Education Association Washington, DC Washington, DC Patrick Dolan, Ph.D. The NEA Foundation also wishes to express its gratitude to Patrick Dolan, Ph.D. (Scholar in Residence, Voinovich School of Leadership and Public Affairs, Ohio University) for his thoughtful feedback and expert guidance in generating the conceptual framework for the present public publication. The NEA Foundation’s Closing the Achievement Gaps Initiative Pilot Sites: Chattanooga, Tenn. Milwaukee, Wis. Seattle, Wash. William Miles, Ed.D. Director of Programs NEA Foundation Rodolfo Careaga Assistant Director of Programs NEA Foundation Human Capital: Unions and School Districts Collaborating to Close Achievement Gaps Human Capital: Unions and School Districts Collaborating to Close Achievement Gaps Introduction Human capital development is quickly rising on the national Milwaukee, Wisconsin; and Seattle, In Milwaukee, the initiative focuses on intensive professional policy agenda. The Bill & Melinda Gates Foundation is investing development for teachers in 20 low-performing schools. The Washington. The Foundation will expand the scope and impact $500 million in a human capital project, and numerous policy schools formed Learning Teams, consisting of the principal, the of this groundbreaking work as a major programmatic focus of its organizations have developed papers on the topic (see Appendix). literacy coach, the math teacher leader, the curriculum generalist, 2008–2013 strategic plan, and to this end will select new sites to and other classroom teachers, who meet weekly to analyze data, What is human capital? It represents the total knowledge, skills participate in a five-year implementation phase. develop the school’s Closing the Achievement Gaps Action Plan and talents of the individuals within an organization. In traditional The Closing the Achievement Gaps Initiative was designed around and lead professional development within the school. The initiative economic terms, human capital, like financial capital, adds value the NEA Foundation’s Theory of Change, which can be stated is an outgrowth of the Milwaukee Partnership Academy, a school- to an organization, and organizations that succeed invest in human succinctly as follows: Significant and sustainable improvement improvement partnership that includes leaders from the district, capital and work to maximize its value. Total human capital in an in rates of achievement for poor and minority students can be the teachers’ union, the business community and—significantly— organization includes what individuals bring to an organization achieved by concurrently implementing these steps: higher education. These leaders meet monthly to plan and design and what they, collectively, contribute to it. In education, this the initiative and establish work groups on such topics as family means that human capital represents the knowledge and skills Increasing local association and school district capacity and literacy, teacher/principal quality, mathematics, and literacy. of teachers and school leaders, ways that they make use of their collaboration; talents and abilities and ways that they continue to grow in order In Seattle, the initiative is known as the Flight School Initiative. to contribute to student learning. Increasing teaching capacity through teacher-driven and It is implemented in two cohorts, or flights, each consisting of supported curricular and instructional improvement; and elementary, middle and high schools that form a feeder pattern. Human capital development is critical in education. Teachers represent the most important school-related factor in student Aligning and increasing community and parent input to and Altogether, 16 schools are part of the initiative. The initiative achievement, and leadership is second only to teaching in support of improvement efforts. consists of three components: the alignment of curriculum and determining how much students learn. Without addressing instruction, the development of professional learning communities The pivotal feature of the Foundation’s Theory of Change is that the knowledge and skills of teachers and school leaders, and the engagement of families and community members. the likelihood of lasting and profound transformation can be school systems and teachers’ unions cannot hope to close increased with strong collaboration between the local association In the next phase of the Closing the Achievement Gaps Initiative, achievement gaps. and the school district. union-district collaborations in these and other sites can yield The issue is a natural one for teachers’ unions. As the organizers much greater \improvements in raising achievement and closing The three pilot sites have tackled the issue in different ways, and representatives of the largest group of individuals in achievement
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