Review of the Human Resources Operations Of the …esb.ppsd.org/Attachments/be9b401f-6176-43fa-a785-76a0e244defa.pdfPursue changes in the teacher contract that would ... introduction

Review of the Human Resources Operations Of the Providence Public Schools

By the Council of the Great City Schools

MANAGEMENT LETTER

In April, 2007, the Deputy Superintendent and Chief Operating Officer of the

Providence School Department (PSD) requested that the Council of the Great City Schools, a coalition of the nation’s largest urban public schools—

• Review and evaluate the organization, leadership, management, and operations of

the Human Resources (HR) Department.

• Provide a status report on the implementation of the recommendations formulated by the Council in its 2001 review of the district’s HR Department.

• Make recommendations to improve the operational and managerial effectiveness

and efficiency of the HR Department and its ability to support the strategic objectives of the Providence School Schools. In response to this request, the Council assembled a Strategic Support Team of

senior managers with extensive experience in human-resource operations in other major urban school districts across the country.1 The team was composed of the following individuals—

• Robert Carlson, Director of Management Services Council of the Great City Schools

1 The Strategic Support Team in 2007 was not composed of the same members that formed the Council’s 2001 review. The 2001 team included Karen Jackson (Director of Human Resources Operations, Milwaukee Public Schools), Lee Nichols (retired Director of Human Resources, Pittsburgh Board of Education), and Carol Hauser (Executive Director of Employee Services, Cleveland Municipal School District). Both teams included Robert Carlson from the Council.

Review of Providence School Human Resource Operations

Council of the Great City Schools 2

• Ann Chan, Director of Human Resource Operations Chicago Public Schools • Dan Cochran, Executive Director of Human Resources School Board of Broward County (Retired) • Ascension Juarez, Chief Human Resources Officer Chicago Public Schools • Wendy Macy, Personnel Director for the Personnel Commission Los Angeles Unified School District • Edward Raymond, Assistant Superintendent for Human Resources Wichita Public Schools • Charles Wright, Consultant Council of the Great City Schools

The Strategic Support Team reviewed documents and made a site visit to the district on October 23-26, 2007, to interview staff and other stakeholders. A listing of the individuals interviewed, documents reviewed, and bios of the team are attached as appendices. This management letter contains the team’s findings and recommendations and is designed to improve the management and operational effectiveness and efficiency of the district’s Human Resources Department and its ability to support the strategic direction of the Providence Public Schools.

Findings The team’s findings and recommendation are presented in five broad areas: leadership and management capacity; organization; operations; and overall unit culture.

Leadership and Management Capacity

The Strategic Support Team saw little evidence that the Human Resources Department of the school district has changed appreciably since the Council did its review in 2001. The department has not been marked by strong leadership or shown the management capacity to support the district’s overall mission to become a national leader in educating urban youth. There are a number of reasons outlined below for why the department has been weak—

• Frequent turnover at the leadership and management levels of the department has

thwarted efforts to address many of the recommendations made in the Council’s 2001 report. There have been four Executive Directors and four senior managers in two of three management positions prior to the current staff. The absence of stable leadership and management has constrained the department’s ability to—



Strengthen relationships with the union that would support the district’s strategic direction. (A 2001 Recommendation)

Establish the department as a resource by providing value-added services to the district such as interview training, employee evaluations, discipline and due process. (A 2001 Recommendation)

Pursue changes in the teacher contract that would allow hiring and placement of teachers in a way that was less reliant on seniority and would allow greater principal involvement.

• There has been weak execution of the most basic HR functions over the past five

years that even interim leadership or management should have addressed.2 For example, the Strategic Support Team saw no evidence that the department has—

Developed a vision or mission statements with goals, priorities, and strategies

that align with the district’s strategic plan, Realizing the Dream, and were designed to accelerate student achievement and ensure continuous improvement of overall student and school performance. (A 2001 Recommendation)

Assembled all administrative procedures into a single manual for use by HR

staff members. (A 2001 Recommendation)

Developed an Employee Handbook for its 3,345 union and nonunion employees. (A 2001 Recommendation)

Advocated for or secured resources to reconfigure the physical space of the

HR department so that it is more inviting to the public and supportive of the work required of department staff. (A 2001 Recommendation)

Overseen an orientation program for new system leaders, including an

introduction to working within the parameters of the collective bargaining agreements. (A 2001 Recommendation)

Provided appropriate job descriptions, training, and personnel evaluations for

staff members in their current positions.

2 The team noted, however, that since his appointment eight months ago the Deputy Superintendent and Chief Operating Officer has begun to address some of these deficiencies. His April 2007 presentation to the School Board, for example, included (1) a draft mission statement that would have the Office of Human Resources “support the Providence School Department (PSD) in becoming a national model for urban; and (2) recognition that HR lacked “a welcoming environment for prospective and current employees to ‘do business’.” These activities are encouraging and the team hopes they are only the beginning of additional initiatives he will lay out and implement.



Required cross-training to reduce work stoppages when staff members with primary responsibilities were out of the office or transitioned out of the department.

Developed a survey or solicited feedback from internal customers to

determine how the department could better serve them

Assessed the department’s compliance with relevant laws and provided the relevant tools (e.g., designated fax lines) to better safeguard confidential health information.

Evaluated the short-term costs of providing clerical substitutes so that the

principals would not be spending their costly time on menial tasks.

Demonstrated the wherewithal to mobilize resources in order to process applications in a timely manner in spite of staff turnover.

Created a guide to the HR department with names, roles, responsibilities,

titles, and phone numbers for the district customers. • The lack of progress in the basic functions described above lead the Strategic

Support Team to conclude that the department has not had the requisite leadership, experience, ability, or willingness to lead and manage district HR operations or change.

Organization

When considering the needs of the district to recruit talented employees and to have the department serve as a resource to district executives, the Strategic Support Team saw little evidence that the unit has had the requisite skills to successfully perform important HR functions. For example— • The human resources management function is organized, structured, and

perceived as performing personnel functions that are largely transactional in nature.

• The department, which is conceptually and physically isolated from the rest of the

system, has failed to deliver basic and appropriate personnel services. • There is a wide disparity and lack of understanding in the department and within

the district about the services that a well-functioning human-resources department should provide.

• Department staff members function in silos with little understanding of other

departments’ functions or with sufficient recognition of how to provide necessary support to other departments in the district. For instance—



HR staff members did not know who was responsible for benefits administration when they were asked by the team.

The people responsible for online and mail-in paper applications do not

appear to communicate and consequently post and close positions without each others’ knowledge.

Only one person appears to know how to do consolidations, resulting in significant work flow for that one person.

Limited cross training has been provided. The result is that work completely stops or is significantly slowed when there are absences.

Institutional HR knowledge has not been documented. Whatever knowledge there is resides in the heads of a few employees and is not shared.

A clerical staff person makes administrative decisions related to workers compensation claims.

• The organizational chart and department job descriptions do not reflect current

work responsibilities.

• Current staff assignments are influenced by manual, paper-driven processes, leaving little time for critical HR services. The Strategic Support Team observed an enormous number of paper files in cabinets, boxes, and on desks.

• The Human Resources Department lacks a welcoming environment for

prospective and current employees to “do business.” For example—

The physical layout of the unit that receives applications and processes walk-in requests does not reflect a positive or professional image of the district.

The physical layout of the unit restricts communications among staff and

creates safety issues.

There is no appropriate waiting area for customers who visit the department.

Operational Issues

The Strategic Support Team observed several operational issues that stem from the turbulence and weaknesses outlined in the leadership and management and organizational sections of this report. These issues are compounded by turnover at the staff level— 13 staff positions have been filled by 43 different staff members over the past six years. While turnover explains some of the operational issues, it does not explain all of them. For example—



• There is a heightened risk exposure for the district relating to highly confidential and sensitive information on family and medical leave (FMLA); disabilities in employment (ADA); privacy of personal health information (HIPPA); and equal employment (EEO) due to inadequate case oversight and follow through, antiquated unsecured filing system, and inadequate staff training.3

A one-person unit (i.e., a clerk) who knows paper processes, but has no

medical background and may not know all applicable regulations, handles workers compensation.4

• Staff members commented that there were no meetings for all department staff

members held to facilitate cross training or to foster cooperation, collaboration, or teamwork.

• Due to the lack of automation, there are cumbersome hiring and internal

employee transfer processes that are very person/applicant dependent.

• The lack of clearly defined workflow processes has resulted in bottlenecks, erroneous reporting, and confusion among HR staff, principals, and the payroll office.

• Poorly defined processes contribute to weak data integrity between time and

attendance and payroll operations, and excessive payroll errors.

• The employee tracking system is a paper driven, manual process.

• The lack of an employee handbook results in a weak on-boarding process in which employees may not know what benefits are and when they will be paid

• HR fails to provide basic services such as job description development,

compensation studies, and personnel services to the departments they support. 3 The Family & Medical Leave grants eligible employees up to a total of 12 work weeks of unpaid leave during any 12-month period for one or more of the following: (1) for the birth and care of the newborn child of the employee; (2) for placement with the employee of a son or daughter for adoption or foster care; (3) to care for an immediate family member (spouse, child, or parent) with a serious health condition; or (4) to take medical leave when the employee is unable to work because of a serious health condition. The Americans with Disability Act (ADA) prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation. The Health Insurance Portability and Accountability Act (HIPAA) established national standards for the uses of and disclosures of protected health information: "Protected health information" is any individually identifiable health information, including billing and demographic information, that is transmitted or maintained in any form or medium. Equal Opportunity Employment provisions make it illegal to discriminate in any aspects of employment, including harassment, retaliation, employment decisions, employment opportunities based on race, color, religion, sex, national origin, disability, or age. 4 This is systematic of a problem that the 2001 review found when the team observed too many clerical staff members performing administrative tasks without appropriate expertise, authority, or professional training.



• Building and district-level administrators spend a inordinate amount of time

dealing with conflict and grievance issues that should be handled by HR.5 • Departments at the central office level often secure HR services on their own

from groups outside of the district.

• HR has failed to engage itself in the Lawson ERP project to ensure that the software is properly configured to support department requirements. For example—

Critical data systems are not integrated and key processes are not automated,

resulting in nonexistent basic HR information services and a lack of data reporting.

HR staff cannot determine the number of vacancies, numbers of teachers,

rates of pay, benefit days, or information to balance textbooks orders because the district does not know how many teachers they have.

In some instances, HR has to call the schools to request data for which the

department should be responsible.

• HR does not have a clear liaison with the position-control staff member located in the budget department to ensure adequate communications and coordination of the addition/deletion of positions.

• HR staff members refer principals to union representatives when they cannot

address questions concerning contract language.

• The department’s filing system is reminiscent of the 1950s, is 100 percent paper driven, and is housed in storage areas with no security. Files are spread throughout the department and are not centrally located. This paper driven process and filing system often results in lost documents.

• There is a critical backlog of job applications going back to the summer of 2007.

The team observed a box full of summer applications that had not been processed.

Culture

The dynamics that have existed in the HR department over the past six years have devolved a culture that does not and will not support the district’s mission. For example—

5 This is not a recent problem. The Council’s 2001 review found that the department lacked the ability to handle employee disciplinary matters and failed to assist principals with the disciplinary process, particularly in matters that involved dismissal.



• The department is largely transactional in its orientation and contributes limited value to the district.

• The department is not customer friendly or focused and has not taken ownership

or accepted responsibility for the shortcomings in the quality of its services. • The staff has little apparent sense of urgency to fix unit problems or pride of

ownership in the work. • There is little apparent recognition that HR is a service department responsible for

meeting the needs of teachers, principals, district executives, etc., in a transparent, high quality, and team-oriented manner.

• There is a perception shared inside and outside the department that HR does not

add value to the system. Accordingly, there are low expectations of the HR unit from the field and a noticeable morale problem within the department.

• There is a broadly-held perception that service is driven on the basis of individual

relationships.

• The unit’s staff does not appear to work as a team. There were frequent references to finger pointing within HR and other departments in several of the team’s interview sessions.

• Many people are afraid to make a mistake for fear of retribution within the

department and the district. • The personnel evaluation process within the department appears to have been

inconsistent in recent years, with HR staff not receiving regular and useful feedback on their performance.

Recommendations

The need for the Human Resources Department to perform at a higher level has

reached an urgent level. The department has been the focus of recent media attention, and the Board and the Superintendent have been clear in articulating that the department should be restructured and reorganized to maximize administrative effectiveness and efficiency. The recent appoint of the district’s new Deputy Superintendent and Chief Operating Officer is evidence that the HR is a district priority.

The Strategic Support Team concludes that the department, as currently

configured, does not have the capacity to assume full and direct control of all human resource and personnel functions. The Strategic Support Team, therefore, recommends that the following course of action be taken—



1. Create and communicate an immediate expectation for departmental improvement and a message that staff will have to change and reform, and will be held accountable for results.

2. Retain the COO’s span of control in order to include the Human Resources Department as a “direct report” to ensure stable leadership and a clear strategic direction.

3. Fill essential HR positions with current unit personnel and fill any remaining positions with people recruited from outside the department who are able and willing to achieve the changes outlined below.6

4. Consolidate, reconfigure, and upgrade the department’s office space with the necessary support services, technologies, and training that meets the work requirements of unit staff.

5. In the near-term, consolidate the department’s current activities into two core functional areas with the following responsibilities— Labor/Employee Relations to include retirement and unemployment, employee

hearings, staff relations and policy administration, employee grievances and disputes. o Strengthen relations with the unions by ensuring compliance with existing

collective bargaining agreements.

o Use integrative or interest-based bargaining to craft memoranda of understanding or contract language that better supports the district’s strategic direction. For example, pursue changes in the teacher contract that would allow the hiring and placement of teachers that is less reliant on seniority.

o Establish effective processes for evaluating, disciplining, and removing employees evaluated as ineffective.

o Develop and disseminate an employee handbook with policies, administrative regulations, and procedures for all employees.

Information Center to respond to all districtwide requests for operational information. o Integrate all existing information-technology support functions.

o Activate the existing functionalities of the Lawson software applications,

customize applications, or acquire supplemental information technology 6 The Strategic Support Team also recommends that the district consider retaining an external “change agent” who can oversee, mediate, and facilitate the transformation.



support necessary to facilitate compilation of timely, accurate, and complete data to support and monitor all personnel responsibilities and actions.

o Retain a records-management firm to organize and secure files. o Restrict access to records so that all confidential personnel information is

protected and available only to people on a need-to-know basis.

6. Engage partners, e.g., the city or outside contractors, to deliver all other personnel-related (transactional) functions in order to increase expertise, reduce district vulnerability and liability risks, achieve efficiencies, and lower costs, including7—

Recruiting In-boarding Workers compensation and benefits administration Substitute management Staff reduction (reductions in force) Compliance Payroll interface

7. In the longer-term, the district should explore whether it makes sense to rely less on

partners to assist with the delivery of the functions identified above, if and when high performance is achieved and maintained in the core functional areas.

If the decision is to rebuild a Human Resources Department into a strategic partner that is capable of providing customer service and developing strong “human capital” that can meet the district’s strategic mission of educating children, then the Strategic Support Team recommends the following—

• Recruit a Director who has the background, experience, and track-record to build

a bona fide Human Resources Department and require that the person develop an operational plan with defined goals, objectives, targets, benchmarks, timelines and accountability measures to do so.

• As part of the rebuilding process, conduct a classification study to define and align job descriptions with the roles and responsibilities of all new positions, and set appropriate and competitive compensation and benefits levels so positions can be filled as they are created.

• Use a phased-in process to rebuild the department that includes—

o Retention of the Labor & Employee Relations Unit

7 The Providence Public Schools has an unusual structural relationship with the City. The school system is financially “dependent” on City Hall like some other major city school systems, but the City also handles many of the district’s administrative, financial, and operational functions.



o Pre-Employment Support Services to recruit and select highly qualified employees.

o Employment Support Services (e.g., certification, classification and

compensation, employment operations) to certify, classify, compensate and retain employees in the system.

Conclusions

On behalf of the students of the Providence School Department, who need the

very best resources to achieve their fullest potential, we offer this candid review for the betterment of the community and the schools. The findings and recommendations presented in this management letter are not meant to be exhaustive. The proposals made here must be balanced against policy, program, cost, and resource considerations well beyond this review. The findings and recommendations were designed to address unacceptable practices that have resulted from inadequate oversight and inattention to the detail in the operation of the district’s HR unit.

We would be remiss if we did not acknowledge the large number of dedicated and

often passionate employees in the HR department who recognize the need for change and who are interested in supporting such change.

At the very least, the Council believes that the recommendations, if supported by

the district and properly managed, could build greater school system capacity to provide a high quality, full-service human resources department. The Council of the Great City Schools is available to provide any additional assistance, if requested.



APPENDIX A. STRATEGIC SUPPORT TEAM BIOS

Robert Carlson Robert Carlson is Director of Management Services for the Council of the Great City Schools. In that capacity, he provides Strategic Support Teams and manages operational reviews for superintendents and senior managers; convenes annual meetings of Chief Financial Officers, Chief Operating Officers, Human Resources Directors, and Chief Information Officers and Technology Directors; fields requests for management information; and has developed and maintains a Web-based management library. Prior to joining the Council, Dr. Carlson was an executive assistant in the Office of the Superintendent of the District of Columbia Public Schools. He holds doctoral and masters degrees in administration from The Catholic University of America; a bachelors degree in political science from Ohio Wesleyan University; and has done advanced graduate work in political science at Syracuse University and the State Universities of New York.

Ann Chan

Ann Chan is the Director of Human Resources Operations with the Chicago Public Schools (CPS). In this role, Ann manages and supports the strategic alignment of all human resources functions to the core goals of the CPS and serves as liaison between the Department of Human Resources and all other CPS units. Most recently, she spearheaded the requirement gathering phase vital to the successful replacement of a 35-year-old, homegrown, customized database system with a state-of-the-art Human Capital Management System, PeopleSoft. With over 15 years of experience in the field of Human Resources, Ann is well-versed in the various stages of an employee’s career cycle and human resources services. Prior to coming to the CPS, Ann worked for the Sheraton Hotels & Resorts chain in Chicago and the National Association of Independent Insurers, covering all functions of human resources from hiring to benefit plans to employee relations. At the Sheraton, she was responsible for the staffing of a brand new 1,209 room Sheraton Hotel. Ann received her degree in Psychology from the University of Illinois in Champaign and is a member of the Society for Human Resources Management. In addition to her on-the job experience, Ann brings a strong commitment to high-quality, professional service to the CPS, where she has established a solid reputation for helping administrators, teachers, and education support personnel optimize their time and efforts in providing students with the best education possible.

Daniel Cochran Dan G. Cochran has more than 25 years experience in human resources having served as Chief Human Resources Officer in Atlanta, Georgia and Broward County, Florida. He currently works as a consultant with the Chief Human Resources Officer and Chief Personnel Officer in the Los Angeles Unified School District. Mr. Cochran has successfully implemented major school district human resource “re-engineering” in both the southeast and west coast. His primary emphasis is in strategic planning and customer focused results and has a proven track record of achievement in all primary human



resources functional areas including recruitment, employment, payroll, benefits, compensation, evaluation, documentation, employee relations, union negotiations, staff development, employee services and employee retention. In addition to his extensive experience, Mr. Cochran has completed doctorial and legal course work, served on various regional and state committees and has made presentations at both state and national conferences.

Ascension Juarez Ascencion V. Juarez has served as the Chief Human Resources Officer of the Chicago Public Schools (CPS) since 2002. Under his leadership, the department has experienced the most successful recruiting seasons in the history of the CPS; online staffing has been fully implemented; the substitute fill-rate has remained at near 100% level; and turnaround time for personnel transactions has been cut to 24 hours. Currently, the department is in the midst of a massive restructuring initiative that will provide even greater service to principals, teachers, and non-teaching employees. During his career with the CPS, Ascencion has served as a teacher, curriculum writer, coordinator in Employee Relations, coordinator in Salary Administration and Staffing, principal, and director of Salary Administration, Staffing, & Employee Records before being selected by Mr. Arne Duncan, Chief Executive Officer of the CPS, to head up the Department of Human Resources. Mr. Juarez is also a key member of the strategic bargaining team that negotiated the latest contracts with the Chicago Teachers Union and the six different unions that represent non-teaching employees of the CPS.

Wendy Macy

Wendy Macy is the Personnel Director for the Los Angeles Unified School District responsible for human resources services for the District’s 40,000 classified employees. She has 15 years legal, human resources and risk management experience. Ms. Macy has been at the LAUSD since 2001, and her projects and responsibilities have included creation of a risk management department, employee absence management, development of labor cost data, health benefits, workers’ compensation, and employee wellness. She currently heads a staff in classification and compensation, recruitment and selection, assignments, and professional development of classified employees, as well as discipline and examination appeals. She is a graduate of Harvard College, magna cum laude, and Harvard Law School, cum laude, and is admitted to practice in federal and state courts in California and Pennsylvania. Currently the Personnel Commission is engaged in strategic support of the LAUSD with three goals of organizational design and development, recruitment and selection of the best talent and capacity building, and professional development to improve district staff.

Edward Raymond Ed Raymond is currently the Assistant Superintendent of Human Resources with the Wichita Public Schools. Ed has a BA from Wichita State University in English and Education, a MA from Kansas University in Communications, and both building level and central office licenses from the State of Kansas. Wichita Public Schools is a district



with close to 50,000 students and over 8,000 employees. The Human Resources Division has responsibility for providing all human resource functions as well as self-funded health care, self-funded workers compensation, and self-funded property and causality insurance. Ed began teaching English and coaching sports in WPS in 1972. Since that time he has been a Department Chair, Assistant Principal, Building Principal, Director of Transportation, Executive Director of Auxiliary Services, and Division Director of Operations. He has been in his current role of Assistant Superintendent for the past five years. He has a strong background in systems reorganization and quality improvement in education. Ed is frequently asked to speak at local and state programs focused on human resources organization, operation, teacher recruitment, alternative compensation and quality improvement. He serves on several local and state boards including; Wichita State University Dean’s Advisory Committee, Visioneering Wichita, Wichita Chamber of Commerce Personnel Directors Committee, and is a member of American Association of School Personnel Administrators and Society for Human Resource Management.



APPENDIX B. INDIVIDUALS INTERVIEWED • David Cicillini, Mayor, City of Providence • Cathy McKenzie, School Board Member • Dr. Donnie Evans, Superintendent, Providence Public Schools • Tomas Hanna, Deputy Superintendent. & COO • Mark Dunham, Chief of Finance • Michael D’Antuono, Controller • Sharon Contreras, Chief of Academics • Tomas Ramirez, Interim Assistant Superintendent, HR • Dennis Sidoti, Employee Relations Administrator • Gail Hareld, HR Administrator • Wayne Zifcak, Employee Services Administrator. • Joyce O’Connor, EEO/Affirmative Action Officer • Paul Gionnfriddo, Workers Comp Attorney • Karin Leon, General Clerk • Alicia Dennis Lopes AESOP Elem School • Ann Feragne, Clerk Secretary Substitute Teachers • Karen Lanzieri, Attendance and Assignment Clerk • Theresa Delves, Clerk Sub Teacher Aides • Joann Doyle, Department Secretary • Annette Stimma, Workers Comp • Maggie Psilopoulos, HR Generalist • Sara Rapport, Senior Assistant City Solicitor • Donald Iannozzi, Best Union Representative • Steven Smith, Teacher Union Representative • Larry Roberti, Administrative Union Representative • Joanne Micheletti, Clerical Union Representative • Kim Rose, Chief of Staff • Nicole Mathis Thomas, Principal, N. Green Middle School • Lucille Funia, Principal, D’Bate Elementary School • Lori Hughes, Principal, Charles Fortes Academy • Nikoli Onye, Principal, Academy of International Studies • Cheryl Gomes, Principal Classical High School • Elaine Almagno, Central High School • Christine Riley, Alan Shawn Feinstein Elementary School • Denise Missry, Asa Messer Elementary School



APPENDIX C. DOCUMENTS REVIEWED

• Administrative Organizational Chart • Human Resources Organizational Chart • Budget – Fiscal Year 2007; Proposed Budget 2007-2008 • Personnel Policies Series 4000 • Reforming Human Resource Operations in the Providence School Department

(CGCS 2001 Report) • Human Resource Update 2007-2008 – Presentation for the School Board • The Providence Effective Schools Initiative • Human Resource Fact Sheet • Exit Survey for Resigning Employees • Grievances Filed for Academic Year 2006-2007 • HR Training Presentations

o Discipline o Why is Talking About Diversity Important o The Secret Identity of SUPERvisors o Progressive Steps of Discipline

• Harassment Policies • Posting Information • Recruitment Material • Job Postings and Interview Procedures • Teacher Evaluation Procedures • Procedures for

o Professional Development Calendar o Teacher Evaluation Process o Teacher Evaluation Training Session o Statistic Procedures for the Teacher Evaluation Training Session o Teacher Verification of Experience o Newly Hired Administrators o Newly Hired Teachers o The School Board User for the Newly Hired Administrator Training Session

• Summary of Job Duties and Procedures for o Posting Clerk o Secretarial Assistant to the Human Resource Administrator o Research/Certification Clerk o Attendance and Assignment Clerks o Clerk in charge of Substitutes o Chief Clerk o Human Resource Technicians o Receptionist o Workers Compensation



APPENDIX D. ABOUT THE COUNCIL

Council of the Great City Schools The Council of the Great City Schools is a coalition of 66 of the nation’s largest urban public school systems. Its Board of Directors is composed of the Superintendent of Schools and one School Board member from each member city. An Executive Committee of 24 individuals, equally divided in number between Superintendents and School Board members, provides regular oversight of the 501(c)(3) organization. The mission of the Council is to advocate for urban public education and assist its members in their improvement and reform. The Council provides services to its members in the areas of legislation, research, communications, curriculum and instruction, and management. The group convenes two major conferences each year; conducts studies of urban school conditions and trends; and operates ongoing networks of senior school district managers with responsibilities for such areas as federal programs, operations, finance, personnel, communications, research, and technology. The Council was founded in 1956 and incorporated in 1961, and has its headquarters in Washington, D.C.



History of Strategic Support Teams by the Council of the Great City Schools

City Area Year Albuquerque Facilities and Roofing 2003 Human Resources 2003 Information Technology 2003 Special Education 2005 Legal Services 2005 Safety and Security 2007 Anchorage Finance 2004 Birmingham Organizational Structure 2007 Broward County (FL) Information Technology 2000 Buffalo Superintendent Support 2000 Organizational Structure 2000 Curriculum and Instruction 2000 Personnel 2000 Facilities and Operations 2000 Communications 2000 Finance 2000 Finance II 2003 Caddo Parish (LA) Facilities 2004 Charleston Special Education 2005 Charlotte-Mecklenburg Human Resources 2007 Cincinnati Curriculum and Instruction 2004 Christina (DE) Curriculum and Instruction 2007 Cleveland Student Assignments 1999, 2000 Transportation 2000 Safety and Security 2000 Facilities Financing 2000 Facilities Operations 2000 Transportation 2004 Curriculum and Instruction 2005



Safety and Security 2007 Columbus Superintendent Support 2001 Human Resources 2001 Facilities Financing 2002 Finance and Treasury 2003 Budget 2003 Curriculum and Instruction 2005 Information Technology 2007 Food Services 2007 Dallas Procurement 2007 Dayton Superintendent Support 2001 Curriculum and Instruction 2001 Finance 2001 Communications 2002 Curriculum and Instruction 2005 Budget 2005 Denver Superintendent Support 2001 Personnel 2001 Curriculum and Instruction 2005 Bilingual Education 2006 Des Moines Budget and Finance 2003 Detroit Curriculum and Instruction 2002 Assessment 2002 Communications 2002 Curriculum and Assessment 2003 Communications 2003 Textbook Procurement 2004 Food Services 2007 Greensboro Bilingual Education 2002 Information Technology 2003 Special Education 2003 Facilities 2004 Human Resources 2007 Hillsborough County (FLA) Transportation 2005 Procurement 2005



Jackson (MS) Bond Referendum 2006 Jacksonville Organization and Management 2002 Operations 2002 Human Resources 2002 Finance 2002 Information Technology 2002 Finance 2006 Kansas City Human Resources 2005 Information Technology 2005 Finance 2005 Operations 2005 Purchasing 2006 Curriculum and Instruction 2006 Program Implementation 2007 Los Angeles Budget and Finance 2002 Organizational Structure 2005 Finance 2005 Information Technology 2005 Human Resources 2005 Business Services 2005 Louisville Management Information 2005 Memphis Information Technology 2007 Miami-Dade County Construction Management 2003 Milwaukee Research and Testing 1999 Safety and Security 2000 School Board Support 1999 Curriculum and Instruction 2006 Alternative Education 2007 Minneapolis Curriculum and Instruction 2004 Finance 2004 Federal Programs 2004 Newark Curriculum and Instruction 2007 New Orleans



Personnel 2001 Transportation 2002 Information Technology 2003 Hurricane Damage Assessment 2005 Curriculum and Instruction 2006 Norfolk Testing and Assessment 2003 Philadelphia Curriculum and Instruction 2003 Federal Programs 2003 Food Service 2003 Facilities 2003 Transportation 2003 Human Resources 2004 Pittsburgh Curriculum and Instruction 2005 Technology 2006 Finance 2006 Providence Business Operations 2001 MIS and Technology 2001 Personnel 2001 Human Resources 2007 Richmond Transportation 2003 Curriculum and Instruction 2003 Federal Programs 2003 Special Education 2003 Rochester Finance and Technology 2003 Transportation 2004 Food Services 2004 San Diego Finance 2006 Food Service 2006 Transportation 2007 Procurement 2007 San Francisco Technology 2001 St. Louis Special Education 2003 Curriculum and Instruction 2004 Federal Programs 2004



Textbook Procurement 2004 Human Resources 2005 Toledo Curriculum and Instruction 2005 Washington, D.C. Finance and Procurement 1998 Personnel 1998 Communications 1998 Transportation 1998 Facilities Management 1998 Special Education 1998 Legal and General Counsel 1998 MIS and Technology 1998 Curriculum and Instruction 2003 Budget and Finance 2005 Transportation 2005 Curriculum and Instruction 2007

Documents

Review of the Human Resources Operations Of the …esb.ppsd.org/Attachments/be9b401f-6176-43fa-a785-76a0e244defa.pdfPursue changes in the teacher contract that would ... introduction