The Providence School Department

The Office of Human ResourcesAn Update

Donnie W. Evans, Ed. D.Superintendent of Schools

Tomás HannaDeputy Superintendent of Operations

March 18, 2008

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Agenda

Introduction – The Context

The Council of Great City Schools Peer Review of Human Resources

FindingsPriorities/Recommendation/Timelines

Discussion

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Local Context

Council of the Great City Schools Peer Review on HR Operations in 2001

Follow up on the CGCS 2001 recommendations

Advent of the NCLB legislation – Highly Qualified teaching and support staff have added increased scrutiny and levels of accountability

The Board and the Superintendent continue to articulate the need to improve efficiencies in Human Resources

In April 2007 a Peer Review was requested of the Council of Great City Schools

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National Context

Nationally, there has been a concerted effort in the area of school operations to support improved academic outcomes. In the area of Human Resources the mandate is as follows:

Find, select and retain staff to effectively support student achievement

Districts that have transformed HR operations to support student outcomes include NYC, Long Beach, CA, Boston, MA, Norfolk, VA, Bridgeport, CN, Miami-Dade, and FL, Aldine, TX – all Broad Prize winners and/or finalists.

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Providence School Board’s Core Beliefs

We commit to organizing the Providence School Department around its core business—teaching and learning.

We will— Hold the entire district and everyone in it accountable for student

success. Target resources strictly to district priorities. Recruit, develop, support, and retain the highest-quality

personnel. Operate effective instructional and business systems. Use public resources efficiently.

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HR Fact Sheet

Total Budget: $1,952,166$1,829,919 (94%)salaries and benefits. Non-Union Personnel Budget: $417,859 (4 Staff)

HR Staffing:5 non-union administrators

1 Assistant Superintendent4 HR Administrators (EEO not included in HR budget) .5 Legal Counsel for Workers’ Compensation

1 Executive Assistant (non-union)1 HR Specialist (union)1 HR Generalist (union)15 union clerical staff

Total Employees: 23.5

Average length of service of current HR Staff: 6.6 years

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Snapshot of Teacher Compensation

There is a 10 step salary scale for teachers. Longevity is represented in three (3) steps 11, 12 and 13

for teachers more than fifteen years experience in the PSD.

For the 2006/2007 school year:Step 1 $35,563Step 5 $47,543 (mid-point)Step 10 $67,033

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Snapshot of Teacher Compensation

Of 2,103 teachers:

231 teachers (11%) are at steps 1 – 5

1,169 teachers (56%) are at steps 6-10

703 teachers (33%) are at longevity steps 11-13

1,872 teachers (89%) of PSD teachers are beyond step 5.

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Snapshot of Teacher Compensation

Beyond the Base

When we take into added compensation:Step 1 $36,289 Step 5 $48,719Step 10 $68,992Step 11 $70,038Step 12 $71,095Step 13 $71,167

The average salary for a teacher in Providence: $64,700

State-wide Comparison

The average salary for a teacher in Rhode Island is: $58,525 (Data Source: U.S. Census Bureau, 2005)

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Snapshot of Administrator Compensation

The average salary for school-based and school support administrators (99) represented by the administrators’ association:

$96,674

The average salary for non-union administrators (37):

$79,130

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Current Functional HR Organization Chart

Asst. Supt Human Resources & Labor Relations

Employee Relations Administrator HR Staffing Administrator Employee Services Administrator

HR Clerk 5 – AESOP Elem School HR Specialist –Tchr Recruit/Job Fair/Consol. HR Clerk 1

HR Clerk 5 – AESOP Teachers

HR Clerk 5Secty

HR Clerk 3

Executive Assistant

HR Clerk 5 AESOP/Lawson 1033

HR Clerk 5 FMLA/Sec. Board50%

HR Clerk 5 Worker’s Comp

HR Generalist (BEST) 1033

HR Clerk 5 – AESOP Second. Schools HR Clerk 5 SWACS HR Clerk 5 Postings

EEO Coordinator

HR Clerk 3 – 50%

Chief Clerk 6

HR Clerk 5

HR Clerk 5

HR Clerk 5 Advertising – 50% HR Clerk 3 Tch/.Admin Evals – 50%/

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Staffing Functions

Recruitment and Job Fairs

Hiring

Credentialing - teacher certifications; teacher assistant certifications; professional certifications; transcripts; background checks; references

Placement Meetings – Teachers

Transfers per collective bargaining agreements

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Staffing Functions

Support Level Directors with staff projections for reorganizational purposes

Job posting coordination

Liaison with Rhode Island Department of Education

Training and Record Keeping (e.g., site-based hiring and teacher evaluation cycle)

Liaison to Board -(Electronic School Board)

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Employee Services

Front Desk

Employee Records

Personnel/Compensation Input (address changes, salary, step increases, etc.)

Liaison with Comptroller (CFO)

Data gathering for reporting purposes

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Employee Relations

Day to day contract implementation Labor Relations - employee discipline and grievances

Clerical and Teacher Assistant Interviewing, Hiring and Placement

Substitute service and placement (AESOP) Retirement/Resignations, Leaves and FMLA

Training (fair discipline processes, customer service, best management practices, teacher assistants)

Liaison with legal department Unemployment Processing

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Equal Employment Officer

Data gathering for Federal and State EEO Report Coordinates school department responses to EEO/AA

complaints with other agencies as appropriate Investigates workplace complaints such as harassment,

discrimination, etc. Serves on interview panels

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The Council of the Great City Schools

Review of the Human Resources Operations of the Providence Public Schools

by the Council of Great City Schools

MANAGEMENT LETTER

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The Council of the Great City Schools

A Peer Review by request of the Superintendent of Schools and the Deputy Superintendent of Operations in April of 2007

Peer reviewers represented Chicago Public Schools, Broward County (FL) Public Schools, Los Angeles Unified School District, Atlanta Public Schools, and Wichita Public Schools

Site Visit: October 23-26, 2007Report Date: January 23, 2008

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The Council of the Great City Schools

The Council was founded in 1956 and incorporated in 1961, and has its headquarters in Washington, D.C.

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.

The Council provides services to its members in the areasof legislation, research, communications, curriculum and instruction, and management.

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Goals of the Peer Review

Review & evaluate all aspects of Human Resources

Provide a status report on the 2001 review

Make recommendations for improvement

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Rationale

External review of HR aligns with current PSD strategy to review all departments (Curriculum (PDK), Special Education, English Language Learners, and the Student Assignment Policy)

CGCS is a valuable knowledge center and best practices resource

CGCS can provide leverage to bring about sincere and lasting improvements

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Findings

“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.”

- Council of the Great City Schools, p. 2

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Steps taken after the 2001 Peer Review

Human Capital:

Positions created as a result of the Council's visit in 2001:

Chief Operating OfficerHR Employee Relations AdministratorHR Employee Services Administrator

These hires aligned to the 2001 recommendations to employ HR professionals 

A non-educator was hired as the Executive Director for Human Resources

 

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Steps taken after the 2001 Peer Review

Systems:  AESOP substitute employee software system was

implemented   Lawson ERP - implemented in 2002-2003 - was a City

initiative and was not connected to the 2001 report

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Peer Review Areas of Focus

Leadership and Management Capacity

Organization

Operations

Culture

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Leadership & Management CapacityFindings

Frequent leadership and staff turnover. For example, turnover has included 13 positions filled by 43 different staff members over the past six years.

There have been four (4) Executive Directors and four senior managers in two of three management positions prior to the current staff.

Such turnover has been a barrier to:

Establishing the department as a resource for Services

Strengthening relations with union partners Pursuing critical contract changes

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Cross training to reduce work flow interruption

Surveying internal customers for feedback

Assessing compliance with laws regarding confidential health information

Leading improvement efforts for timely application processing

Creating a guide/directory to the HR department

Leadership & Management CapacityFindings

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HR functions are largely transactional and paper driven

Unwelcoming environment, no appropriate waiting area, physical internal layout isolates staff

Workers compensation claims are made by part-time legal counsel supported by a full-time member of the clerical staff

One person managing staffing consolidations with clerical support

Organization - Findings

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Antiquated, unsecured filing system leads to risk exposure (FMLA, ADA, HIPPA, EEO)

No department-wide staff meetings to facilitate cross training, cooperation, and teamwork

Ambiguous workflow leads to confusion and reporting errors

Weak data integrity leads to excessive payroll errors

No comprehensive on-boarding process for new employees

Operational Issues - Findings

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Time consuming conflict and grievance issues handled by building/district administrators

Not maximizing Lawson ERP for applications, overall reporting, vacancies, and number of teachers, etc.

No clear liaison with budget department (there is a current staffing vacancy)

HR staff refer principals to union reps for info on contract language (a 2001 finding)

Operational Issues - Findings

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Not customer friendly

Low morale, no pride or sense of urgency to fix problems

External perception that services are based on individual relationships

Fear of making mistakes

Perception that HR adds little value to PSD

Inconsistent personnel evaluation process – lack of regular and useful feedback on performance

Culture - Findings

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Human Capital

Systems

Facilities

Priorities/Recommendations/Timelines

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Priorities

Human Capital:Staff reorganization/redeploymentProfessional development

Systems:Lawson/AESOP

Records Management Solution

Facilities:Physical space upgrades

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Recommendations: Human Capital

Currently Underway:

Engaged with external partners such as the Mayor’s Efficiency Task Force to explore functions that will increase expertise, reduce district liability risks, and lower costs

Timeline: Winter 2007

Finalize a work plan that implements the goals and objectives of the CGCS Report with measureable outcomes that are aligned to Realizing the Dream

Timeline: No later than May 1, 2008

The redesign/redeployment of essential positions to be filled by current or new personnel to include a Labor/Employee Relations unit and an Informational/Operational unit

Timeline: No later than June 1, 2008

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Recommendations: Human Capital

Completed:

Create and engage a “kitchen-cabinet” of HR experts inside and outside of education to advise on-going process re-engineering and support in the creation of metrics

Timeline: Completed

Establish monthly staff meetings within the entire department that will serve to provide clear direction and communicate a sense of urgency to the HR staff

Timeline: Completed

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Recommendations: Operational Systems

Enhancement of technical capacity (tools) through the existing Lawson ERP HR functionalities

Timeline: TBD based on cost-out

The identification of a vendor to enhance efficiencies in records management (Lawson ERP may provide a solution)

Timeline: TBD

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Recommendations: Facilities

Redesign the physical space of the HR department to support customer service in an employee friendly environment

Timeline: August 2008

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Recommendations: Human Capital

Use a phased-in process to re-engineer the department as follows:

- Labor & Employee Relations- Pre-Employment Support Services- Employment Support Services

Revisit leadership structure and identify talent to meet system needs (internal and external)

Timeline: Fall 2008

Conduct a Classification & Compensation StudyTimeline: Spring 2009

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Proposed Functional HR Organization ChartPhase I

May 2008

Executive/ “Head of HR”

Labor and Employee Relations Employee Support Services

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Proposed Functional HR Organization Chart Phase II

September 2008

Executive/ “Head of HR”

Labor and Employee Relations Pre-Employment Support Services Employee Support Services

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Anticipated Outcomes

Core functional alignment – improved workflow, data analysis that drives decision-making supporting improved student achievement

Operational efficiencies – better communication throughout the organization and with prospective employees to drive an improved customer service culture

Improved capacity - meaningful professional/employee development connected to staff evaluations and on-going feedback

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Leadership Commitment

Leadership must commit to:

Timely and thoughtful planning

Clear and consistent communications

Technology enhancements

Professional development

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Conclusions

There is a renewed sense of urgency

Transformation will be aligned to positively impact student outcomes

No quick-fixes

The time is now!

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“There is a 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”

- Council of the Great City Schools, p. 11