{"id":1460,"date":"2012-06-10T13:30:41","date_gmt":"2012-06-10T17:30:41","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=1460"},"modified":"2012-06-12T07:54:30","modified_gmt":"2012-06-12T11:54:30","slug":"managing-talent-for-coherence-learning-from-cmos","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/managing-talent-for-coherence-learning-from-cmos\/","title":{"rendered":"Managing Talent for Coherence: Learning from CMOs"},"content":{"rendered":"

\"\"<\/a>A new report by the Center on Reinventing Public Education (CRPE) finds that leaders in the charter sector hire teachers based on their fit with a school\u2019s mission, not just their individual characteristics and talent, as a way to build strong schools.\u00a0 The report, Managing Talent for Coherence: Learning from Charter Management Organizations,<\/em> details how some CMOs have created personnel systems focused on hiring, developing, and rewarding teachers who best suit their approach and mission.<\/p>\n

\u201cAs reformers continue to push public education away from compliance-driven human resource policies and toward performance-driven approaches, they need to ask not only how they can hire and reward effective teachers, but also how they can build talent management systems\u2026and create coherent work environments that develop and support their performance,\u201d write the authors of the report.<\/p>\n

The CMOs in the study used three broad strategies to find and develop their teachers:<\/p>\n

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  1. Recruiting and hiring for fit.\u00a0 CMO leaders sought out teachers with the skills they valued, used focused recruitment messages to communicate their mission and expectations for teachers, and watched candidates teach and interact with members of the school community.<\/li>\n
  2. Intensive socialization on the job.\u00a0 Teachers were continually socialized toward the school\u2019s particular goals and strategies.\u00a0 This was largely done through teachers and principals watching each other work and constantly sharing information about the schools\u2019 expectations.<\/li>\n
  3. Purposeful pay and career advancement opportunities.\u00a0 Exceptional teachers were given chances to work as staff developers or start new schools.\u00a0 Some CMOs use flexible, performance-based compensation rather than traditional step-and-lane models.\u00a0 The promotions and rewards were often determined by a combination of student performance and the professional judgment of leaders, rather than by hard-and-fast performance metrics or assessments.<\/li>\n<\/ol>\n

    Most CMOs are non-unionized, which gives them flexibility to try more creative approaches to hiring and compensation.\u00a0 As a result, the authors acknowledge that not all of these practices can be easily transferred to traditional school districts and union contracts.\u00a0 However, there are a few things districts could do to develop a more intentional, coherent approach to personnel management.\u00a0 For example, districts could:<\/p>\n