HAYWARD UNIFIED SCHOOL DISTRICT HUMAN RESOURCES DEPARTMENT

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HAYWARD UNIFIEDSCHOOL DISTRICTHUMAN
RESOURCESDEPARTMENT
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THE ROLE OF THE HUMAN RESOURCES DEPARTMENT

• To provide service and support to all employees
  from entry to exit, in order that they can
  perform the responsibilities of their position to
  support the educational achievement of Hayward
  Unified students

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HUMAN RESOURCESSTRATEGIC PLAN

• The Human Resources Department will develop and
  implement plans to . . .

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. . . Recruit, hire and retain Certificated and
Classified candidates who are

• Most Qualified
• Diverse
• Appropriately Credentialed
• Experienced and Trained

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. . . develop and implement effective
professional development and training for
classified employees
(Para-Educators)
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• . . . Increase and improve the selection of
  substitutes

• . . . Improve the administration of the
  Substitute Employee Management System
• . . . Provide qualified substitutes for all
  absences

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. . .successfully negotiate an agreement with all
units regarding the re-opener

• Salary

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• . . . Increase the efficiency of the procedures
  and practices of all functions in the department

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. . . Ensure the application of a successful
evaluation process for all employees

• Board of Education Goal
• Every administrator, teacher, classified staff
  member will have on file an evaluation which is
  not older than 18 months. Every first year
  employee will be evaluated.

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Pre-Requisites for a Successful Evaluation Process

• Top Priority
• Criteria Based on Standards and Best Practices
• Procedures Applied Consistently
• Remediation Support
• Clear Expectations
• Adequate Time for Improvement

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• Trained Evaluators
• Evaluators Held Accountable
• Timelines Adhered To
• Good Professional Judgment
• Enhance Student Learning

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Hayward Unified School DistrictHuman Resources
Hayward Unified School District Human Resources
The Gold Standard
Hayward Unified School District Human Resources
Department

• The Strategic Plan
• 2006-2007

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Quality Controlisthe trust our stakeholders
implicitly and explicitly place in us on the
behalf of their children.

• Quality Control Is
• Recruiting
• Selecting
• Hiring
• Training
• Supporting
• Evaluating

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Quality Control is maintained through

• Our hiring processes
• Our staff development programs
• Our evaluation processes
• Our progressive discipline processes

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Building a Culture of Success

• Each aspect of quality control performed well
  in an appropriate and timely manner ensures the
  maintenance of the highest quality professionals
  throughout our organization and serves the
  Districts goal of Building a Culture of
  Success All Means All.

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Evaluation as Quality Control

• Not only are we here to facilitate the success of
  our students, but also to facilitate the success
  of all of our employees.
• It is understood and agreed that the intent of
  evaluating unit members is to maintain and/or
  improve the quality of education in the District
  (HEA 13.A.1).

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Authority to Evaluate

• Education Code 44860
• Board Policy 4115
• Collective Bargaining Agreements
• HEA Article 13
• AEOTE Article 15
• SEIU Article 18

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The Evaluation Process

• Mutually Agreed Upon Criteria
• (unique to each bargaining unit)
• Mutually Agreed Upon Instruments
• (unique to each bargaining unit)
• Mutually Agreed Upon Process for
• (unique to each bargaining unit)
• Goal-setting/Pre Conference
• Observation
• Feed Back/Post Conference
• Final Report/Summary Evaluation

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The Ultimate Goalis

• To raise student achievement for all students
• By ensuring quality instruction and support
• By ensuring the highest quality learning
  environment
• Supported by each and every employee throughout
  the organization from all levels of
  administration through the certificated teaching
  ranks through the classified corps.

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Nothing less than the gold standard will do in my
school!
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And now for something into which to sink your
teeth, my friend!
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California Standards for the Teaching Profession

• The Standards are designed to be used by
  teachers to
• Prompt reflection about student learning and
  teaching practice
• Formulate professional goals to improve teaching
  practice
• Guide, monitor and assess the progress of a
  teachers practice toward professional goals and
  professionally-accepted benchmarks.

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The Standards

• Address the diversity of students and teachers in
  California schools today
• Reflect a holistic, developmental view of
  teaching.
• Support the creation of inclusive classrooms in
  which diverse students of varying abilities are
  engaged and challenged as learners.
• Reflect an expectation that the education of
  diverse students is likely to be most productive
  when teachers use effective pedagogical
  principles and practices in all subjects.

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The Standards

• Value the diversity of teachers backgrounds,
  perspectives, skills, knowledge and practice.
• Respect the diverse ways in which teachers pursue
  excellence in professional practice, thereby
  enriching and enlivening the education of diverse
  students.
• California Standards for the Teaching Profession,
  California Commission on Teacher Credentialing
  California Department of Education, January 1997,
  p.1

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The Standards for

• Engaging and Supporting All Students in Learning.
• Creating and Maintaining Effective Environments
  for Student Learning.
• Understanding and Organizing Subject Matter.
• Planning Instruction and Designing Learning
  Experiences.
• Assessing Student Learning.
• Developing as a Professional.

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Your Task

• Each table will have a Standard
• Within each Standard are five to six exemplars
  which demonstrate the Standard
• Read exemplars silently.
• Contemplate what each might look like in a
  classroom (each group will have to decide on a
  grade level or content area).
• Select a recorder to record your observations.
• Select a presenter to present your findings to
  the assembly.

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Teacher and StudentInstruction and
LearningStandards and Evaluation