As a continuation of my blog yesterday, here are several more stories from colleagues and friends about educators who have made a difference in the lives of their students. While we make a special point to honor teachers this week, these stories are a reminder that just as great educators work for their students every day, teachers deserve our thanks year around.

Mrs. Knox at Northfield Elementary School in Murfreesboro, TN
One of my best childhood memories is of the time I got to create a real painting in Mrs. Knox's fourth-grade class, on canvas, with acrylics! Mrs. Knox, thank you for teaching your students to love art as much as you do; it's something I have carried with me my whole life.
-Naima Khandaker in Columbus, OH

Miss Mary Kate Smith at Symmes Valley School District (Linville) Willow Wood, OH: 1967
I was a very backward child. Miss Smith had a way of talking to the class that made you feel like you was the only student in the room. I feel like I am a good teacher today because of her.
-Pam Lang, Symmes Valley Elementary School Teacher in Willow Wood, OH

Judy Landis, Rainbow City Elementary School, Rainbow City, AL: 1972
Mrs. Landis made a mark on me during my 3rd grade year. I had to move in the middle of the school year to Florida and I was devastated. Mrs. Landis continued to communicate with me through letters. I will never forget her compassion and ability to motivate me to learn!
-Trina Potter, NBCT in Charlotte, NC

Miss Yochum at Leawood Elementary School in Columbus, OH: 1962
When I had Miss Yochum as a fifth grader in 1962 she recognized me as a student who was bright and driven but overly perfectionistic. One day, after I got teary-eyed from missing a couple of words on a spelling test, she took me into the hall and talked to me about two things. She talked to me about how much she loved having me in the classroom and she told me that I had to get past this tendency toward perfectionism because it was ruining my opportunity to really enjoy learning. I've thought back to that moment often as I worked with my own kids and with others in a variety of classrooms.
-Dr. Mike Thomas in Columbus, OH

Becky Mobbs, Copper Basin High School in Copperhill, TN: 1993
The most challenging but inspirational teacher I have ever had. She pushed, pulled, cajoled, and often ordered me through the process of becoming an acceptable writer. She was truly "called" to teach.
-Dr. Jared Bigham, Executive Director of the TN Rural Education Association and Member of the TN Common Core Leadership Council in TN

Mrs. Whited at Centerburg High School in Centerburg, OH
Mrs. Whited really got to know me--not just as a student--but as an individual that she felt could make a difference in the world. She encouraged me to try new things and to push myself a little bit harder. She helped and supported me through all four years of high school and taught me things I never would have learned in just her classroom.
-Kelly Butler in Columbus, OH

Mr. Mercer at Country Estates Elementary in Midwest City, OK: 1968
My six grade teacher, Mr. Mercer brought history to life with his military experience and appreciation of Europe during World War II. He was able to portrait history with firsthand accounts that encouraged and inspired me to learn more.
-Ken Calhoun, Executive Director of Human Capital, Tulsa Public Schools in Tulsa, OK

"Mac", English Professor at The Ohio State University in Columbus, OH
His belief in all of us inspired me to become a teacher. Isak Dineson (Karen Blixen) in her novel, Out of Africa, notes that "you know you are alive, when you live among lions." That is how I felt experiencing two classes one summer quarter at The Ohio State University with my Professor "Mac." The English classes changed me because my teacher accepted the goodness in all of us and wanted us to be even better thinkers, speakers, readers, and writers. And, we felt we could be these intellectual flyers- and we could be so quickly. Was I in the right frame of mind and context? Sure. Could I have reached that sense of purpose - that centered "wow" feeling - on my own? Not sure. Mac's inspirational teaching gave me the feeling of capable- highly capable. Without exception, Mac's sustained passion was something I wanted to emulate and ultimately become a part of who I am. In an era where we are trying to quantify greatness in teaching, we have not necessarily forgotten, but turned our backs on the art of teaching. Every teacher should be different and the one common thread- not qubit- that will make them effective is sustained passion for helping students connect to content and for guiding them to that feeling of capable- uncommonly capable that you can live among lions.
-Tricia Palko, Middle School Teacher in Worthington, OH

Stephanie Burris, Assistant Principal at Fairview and Hemby Elementary in Indian Trail, NC: 2013
The teacher that has had a tremendous impact to the point of changing my life, is Stephanie Burris, currently an Assistant Principal at Fairview and Hemby Bridge Elementary in Indian Trail, NC. Stephanie was my mentor during my beginning teacher years at a Charlotte Mecklenburg Elementary School. Her consistent encouragement both inside and outside of the classroom were a life line to me. Because Stephanie so willingly shared her educational expertise and tremendous support during those early years for me, I am a better teacher today and my students are the better because of it.
-Samantha Hines, Teacher in Residence in Charlotte, NC

Denise Stovell at Tippecanoe High School in Tipp City, Ohio: 1990-1994
Denise Stovell is that particular teacher who I will always remember and think of so fondly. She was my friend, teacher and that person that made me try harder every single day. I got a chance to visit my high school last week and thank her for the difference she made in my life. She's a wonderful person and an exceptional teacher.
-Tracy Nájera in Columbus, OH

Mrs. VanOver, 2nd Grade Teacher, Ewing Lane Elementary School in Jeffersonville, IN
We were working on a math activity and I remember thinking, "Hey, if you can do this for 1 digit numbers why wouldn't it work for 2 digit numbers as well," and came up with several examples that proved my theory. While I had her attention I figured I would go for broke and asked, "Hey, instead of thinking about this in way X isn't it easier to do it this, this way?" Two things happened that likely have impacted my life forever. One, she called the principal in to say, "Look at what this kid did. I've never had a kid do this". At that moment I remember thinking "Hey, I must be pretty good in math" which was my major in college. But I think more important long term was her validating my ability to see the world differently from different perspectives. The ability to always ask, "from which perspective" when examining a problem has served me well over my career.
-Tony Bagshaw in Lawrenceburg, IN

Marsha Staggs at Academy of World Languages in Cincinnati, OH: 1992-1993
Mrs. Staggs was my first grade teacher, and while many teachers influenced my life, she rises to the top in my mind. My strongest memory of Mrs. Staggs' class is writing and illustrating a book about Mike and his bike, a story I wrote with her help. Mrs. Staggs was an incredibly caring and warm person, and many parents requested her for their children because she was known to be such a great teacher. Thanks Mrs. Staggs!
-Meredith (Ross) Bortz in Columbus, OH

Mr. Tom Masters, History and Government teacher in Worthington, OH: 1995-2000
I was fortune enough to have Mr. Masters both at McCord Middle School and then again at Worthington Kilbourne High School. He always made learning fun and encouraged us to make connections between our classes and life to better understand the world. While I always thought he was a great teacher in school, I was fortunate enough to come to know him better as an adult. Then, after more than 25 years of teaching and changing kids lives, Mr. Masters retired from Worthington Schools. As someone who now happens to work with schools, I was sad to see a fabulous teacher leave the classroom but happy for his successful career. After some time off, he now he acts as a substitute teacher on occasion to stay connected. This just shows you that great teachers, even the retired ones, deserve our appreciation! Thank you Mr. Masters!
-Emily Douglas in Powell, OH

Posted by Emily Douglas at 12:16 PM | Permalink | Leave a comment | Recommend

In recognition of Teacher Appreciation Week and the outstanding service of millions of educators across the country, I asked several of my colleagues to provide stories about a teacher or teachers who made a difference in their lives. You will see that the stories below are a fun, positive, and refreshing reminder of the impact a great educator can have on many lives! I will share these first-hand accounts in two blogs this week. I invite you to share your own stories in the comments section below!

Mr. Frank at John Glenn High School in New Concord, OH: 1996
Mr. Frank was such a wonderful teacher. He was so intelligent and passionate about challenging and encouraging us to do our very best. I was lucky to have a seat in his classroom.
-Leslie Damron, PMP, in Westerville, OH

Shirley Jones, Choral Director at Meade County High School in Brandenburg, KY: 1980s-1990s
Shirley Jones taught me what the combination of dedication and high standards can achieve. A consistent and award-winning music educator, she knew how to strike the right balance of encouragement and pressure to raise everyone's level of performance. But rather than being an external motivator, Shirley Jones knew that deep down that every student she worked with wanted to be great at something - she just helped move each student toward that destination.
-Dr. Jason E. Glass, State Director, Iowa Department of Education

Jerry Boland and the late Ted Westin at Penn Cambria High School in Presson, PA: 1973
Jerry was the band director and Ted directed the choir. They encouraged me to dream.
-Sherman Moyer in Columbus, OH

Neil Collins at Alice Drive Jr. High School in Sumter, SC: 1970-1971
Mr. Collins was a new teacher of 8th grade social studies that year. His big things were to teach us how to take notes and he was creative with his learning techniques even back then. We had to take notes for every lecture and turn them in for a grade. My favorite creative learning technique was when he taught us about trench warfare in WWI. He had us get paper wads, set up the classroom with trenches and had us reenact a battle. Of course the principal came in when she saw the paper wad's flying but soon backed off when she saw we were actually learning. The reenactment helped me understand the lecture that came first through visualization. The note taking got me through college and to this day, I can accurately explain and understand trench warfare.
-Patricia Rocca, PHR in Charlotte, NC

Garden Oaks and Durham Elementary Schools within Houston Independent School District, TX
Every year of Elementary school, my current year's teacher was my new favorite teacher, though I still loved my prior teachers! Thank you, Mrs. McReynolds, Mrs. Martin, Mrs. Spinks, Mrs. Ryan, Mrs. Phillips and Mrs. Harris for the love you showed me and the love of learning you gave to me!
-Denise Gowan in Houston, TX

Sean (ELA) and Karen Wheeler (Math) at Lakewood High School in Lakewood, OH
I lift up dynamic duo Sean (@mrwheeler) and Karen Wheeler (@mathcoachlkwd)--inspired and inspiring teacher leaders walking the talk, feeding students bodies with turkey sandwiches and minds with project based learning (Lakewood High School, Ohio). Find them on the web at Teaching Humans.
-Melanie Wightman in Lakewood, OH

Mr. Canan, Physics teacher, Corvallis High School, Corvallis, OR: 1987
Mr. Canan was the best Physics teacher! He wrote his own book, used real life examples, and taught me physics principles I still teach my kids today! Just to give you an idea, on senior skip day, everyone went to his class and then skipped the rest of the day! Oops!
-Teresa Daulong in Spring, TX

Pat Vujevich at A.I. Root Middle School in Medina, OH
While growing up, my mother was a teacher. I witnessed her hard work and dedication over the years, but didn't do a great job of recognizing it. Now, as a grown adult, I realize all she did to not only help her students learn, grow and succeed, but also shape me into the hard working and determined individual that I am. I'm proud of her in so many ways, and would like to thank her for her caring, nurturing and encouraging spirit. She's made the world a better place.
-Julie Vujevich in Columbus, OH

Wilma Wheeler at Union Cross Elementary School in Kernersville, NC: 1991-1992
Wilma Wheeler was my 2nd grade teacher by title, but became a life-long mentor and role model. As a 2nd grader, I did not know my own potential, but she pushed my beyond my limits to ensure that I was successful. Failure was not an option in her class. Because of her dedication to my success and all the students she taught, I chose a career in education and I now serve as a Principal. I hope that I can inspire others just as she inspired me!
-Alison L. Harris, Principal in Charlotte, NC

Father Ober at St. Ignatius High School in Cleveland, OH: late 1980's
He made AP Modern European History interesting. Witty, funny and extremely intelligent, Fr. Ober showed me what a great teacher could be.
-Steve Oreskovic, NBCT, Classroom Teachers Association Vice President in Charlotte, NC

Mrs. Morley, 10th grade English at Grandview High School in Grandview Heights, OH
Mrs. Morley encouraged me to write the stories and poetry she knew were hidden behind my cocky jock exterior. Her sensitivity sparked a life-long love for writing in all forms. I'm very grateful.
-Rick Studer in Columbus, OH

Ms. Laurel Kunes at Mentor Exempted Village School District in Mentor, OH: 1995-1996
Ms. Laurel Kunes - Choral and Band Director, Mentor Public Schools. Recruited from the Junior High School football team to be in the show choir, this special lady taught me how to find my voice during the middle years. Went on to sing and play sports through High School, and sing for the Singing Men of Ohio at Ohio University.
-Thom V. Griffith, MLHR, in Columbus, OH

Chris Lineberry at Independence High School in Charlotte, NC
Mr. Lineberry had the ability to motivate his students like no one else. He taught us as much about learning, life and ourselves as he did about literature and language. Not only did he believe in me, but he empowered me to believe in myself.
-Danielle Gladden, 4th Grade Teacher in Mint Hill, NC

Gayle Tankersley at Copley High School in Akron, OH: 1989-90
Miss Tankersley was my Composition teacher my senior year at Copley High School. She inspired me to think harder, process my thinking through writing, and set high goals for myself. She was also a mentor who cared deeply for me and helped me figure out what parts of myself I valued and should strive to develop. I hope I was as impactful for my students during the decade I taught high school language arts and journalism.
-Lisa Riegel in Columbus, OH

Posted by Emily Douglas at 3:03 PM | Permalink | Leave a comment | Recommend

As we all know, giving thanks to others is a best practice of talent managers in high performing organizations. Employee recognition can be a formal or informal practice. What some might not know is that appreciation is a fundamental psychological need. Studies show that when individuals feel that they, as well as their work, are appreciated, productivity, engagement, satisfaction, and loyalty increase. Recognition could be a certificate, thank-you note, public announcement, direct or indirect compensation, or even a kind word. Yes, it can be that easy!

What better time to express appreciation for educators than during National Teacher Appreciation Week, which is May 6-10. Teacher Appreciation Week appears to have originated in the mid 1940s when Mattye Whyte Woodridge, a teacher from Arkansas, began writing to government leaders about the need for an appreciation day specifically focused on teachers. In 1953, Eleanor Roosevelt echoed this sentiment. Congress first declared March 7 as National Teacher Day beginning in 1980, but the event was eventually moved to Tuesday of the first full week of May.

One way you can express your thanks to a teacher who has special importance in your life is through a "random act of appreciation." Here's how:

First, select a teacher to recognize. Think of a teacher who inspired you as a child, your children's teacher, or a friend or family member who is a teacher. Then, decide how you want to express your appreciation to that teacher. Here are a few ideas to get you started:

• Send the teacher an email or letter of thanks
• Donate school supplies or books to the teacher's class or school
• Give a token of appreciation, like flowers or a gift card to a coffee shop
• Make a donation in the teacher's name to a cause you think they would enjoy
• Participate in an ongoing contest like the PTA's letter contest, or even Promethean's contest!
• Post about your act of appreciation on the your Facebook timeline
• Write a blog about a teacher who changed your life!
• Tweet a photo and/or story about your random act using the hashtag #celebrateteaching or #ThankATeacher

This week, I will be writing about teachers who changed my life and posting stories from others about teachers who have had a lasting impact. I also plan to send a donation in the name of a teacher to an Appalachian summer camp for gifted and talented kids in need!

However you do it, please join us in taking this opportunity to celebrate the contributions of all teachers!

Posted by Emily Douglas at 5:16 PM | Permalink | Leave a comment | Recommend

When I was a little girl my mom and dad always told me I could be anything I wanted to be if I worked hard to get there; a scientist, writer, doctor, mathematician, professor, etc. I luckily grew-up in a home where my gender never predicted my future. And as an engineer, my mom made sure I knew that math (and/or science) wasn't "just for boys." She would often talk about her high school algebra and calculus teacher, Sherman Blagg, who in the small Appalachian town of Ironton, Ohio, in the late 60's taught math to everyone in the room, holding high expectations for not just the boys, but for the girls too.

Ironically, the day after she told me about the memorial scholarship set up in his name, a Diversity Executive article entitled, "Women Still Underrepresented in Technical Education Programs" came across my desk. The article discusses research released in mid-March that specifically looks at women and girls enrolled in STEM-specific Career Technical Education (CTE) programs. The report was based on course completion and enrollment in secondary and post-secondary CTE programs data submitted to the U.S. Department of Education by states.

The findings show that:

• Less than 25 percent of STEM CTE students are female.
• The women in secondary programs comprise only about 26 percent of the classes in information technology; approximately 21 percent of students in STEM; 18 percent of manufacturing; 15 percent in architecture and construction; and 8 percent of students in transportation, distribution, and logistics.
• In secondary programs, women make up more than 70 percent of their class in government and public administration; education and training; health sciences; and human services.
• Women tend to be concentrated in career preparation programs that result in "low paying" jobs. For example, the median hourly salary for the predominately female occupations are: childcare workers ($9.34); hairdressers, stylists, and cosmetologists ($10.85); and medical assistants ($13.99), while men are typically in the more highly paid roles of automotive body and related repairs ($18.36); plumbers, pipefitters, and steamfitters ($22.96); and electricians ($23.71).

In response to the findings, Barbara Gault, Vice President and Executive Director of the Institute for Women's Policy Research, noted that, "It is important that training for higher-paying occupations includes women and girls, and that girls are introduced to nontraditional careers at a young age."

What are your reactions to this information? Are you surprised by the findings? Is your organization working to increase the number of females involved in STEM fields?

Resource opportunity for K-12 Talent Managers: Diversity Executive covers diversity-related news and is free to anyone who subscribes!

Posted by Emily Douglas at 4:26 PM | Permalink | Leave a comment | Recommend

My colleagues and I stumbled across a unique HR term today that I just had to share...

Offboarding describes the process of managing employee exits. While not the most pleasant thought, offboarding is an important consideration for any organization, because all employees will leave at some point. They may do so voluntarily (e.g., retirement), be let go, or be faced with situations like downsizing, layoffs, and reductions in force.
As its name suggests, offboarding is the opposite of onboarding (a.k.a induction, new employee socialization), which is the process of bringing new employees up to speed on an organization's goals and strategy, rules, internal processes, expectations, culture, etc. Onboarding should serve to bring comfort, understanding, and a sense of belonging to new staff.

Why is offboarding important?
An effective offboarding process may include surveys or in-person interviews. This process allows organizations to actively track who leaves; when they leave; how they leave; and in cases of voluntary exit, why they leave. These data can be extremely useful for helping organizations identify issues and continuously improve. For example, if all of your high-performing teachers are voluntarily leaving and you're not asking why, there's no way to know how to fix the problem.

What is HR's role?
Some experts argue that HR's role in offboarding is to build a process for collecting feedback from exiting individuals. Others feel that HR should focus on documenting why an individual is being terminated or why a position is being reduced. In order to stay out of trouble, districts should always contact their legal counsel and ensure that decisions are made within the limits of the law.

How does your district handle employee exits or employee offboarding?

Posted by Emily Douglas at 4:29 PM | Permalink | Leave a comment | Recommend

Today, The New Teacher Project (TNTP) released a report, Leap Year: Assessing and Supporting First-Year Teachers, that examines the unique characteristics of a teacher's initial year in the classroom. An interesting topic for sure; ask any educator about his or her first year of teaching, and chances are you'll hear at least one of the following descriptors: hectic, crazy, confusing, challenging, tough, hard, exhausting. So what is the best way to support these individuals and assess their progress? The study attempts to address this question by examining the performance of over 1,000 new teachers in hard-to-staff subjects located in 15 regions around the country. Measures used included classroom observations, principal ratings, student surveys, and student growth data.

Key findings from the study include:

1. First-year teachers' performance levels vary, as do their rates of improvement: Based on the level of expectations set for the 2011-2012 school year, 5 percent of teachers were removed from the program, 12 percent were put on an improvement plan and given another year, and 83 percent were granted certification.

2. A teacher's performance in his/her first year appears to predict future performance: Teachers who outperformed their peers based on initial observation scores were more likely to demonstrate relatively higher performance by the end of the year.

3. Multiple measures can complement each other to provide a portrait of a teacher's potential: Observation results, student surveys, principal ratings, and value-added data were positively correlated.

4. Teachers who demonstrate purposefulness, responsiveness, and a focus on student understanding improve more quickly: For example, teachers earning a score of 4 or 5 on the observation rubric item, "Facilitates organized, student-centered, objective-driven lessons" improved at a faster rate than did their peers who earned a 3.

The last finding in particular provides useful information in determining the types of support that offer the greatest benefit to first-year teachers. It suggests that rather than expect perfection in every aspect of teaching in one's first year, perhaps it makes sense to hone in on those foundational skills and characteristics that are the most likely to help new teachers develop quickly in the short term, and position them for success later on. With this in mind, TNTP identifies four key "launch" skills for teachers to focus on in the first year: delivering academic content clearly, maintaining high academic standards, setting high behavioral expectations, and maximizing instructional time.

As HR professionals, we must remember that highly effective and engaged individuals desire feedback and the opportunity to grow. A quote in the report from one teacher illustrates this perfectly: "Please, tell me how I am doing! I want to know what I'm doing and how I can do better. I'm teaching kids and I'm evaluating them and telling them how they can be better, so why not me?"

We must also remember that when individuals are spread too thin, it is hard for them to focus and improve on any one individual area. Maybe this idea can be a useful area of reflection for your school or district, or its educators: What are the most important skills to master first, and what are the most effective strategies for doing so?

Naima Khandaker, Battelle for Kids Human Capital Specialist, contributed to this post. Naima is a former teacher and current education policy nerd who believes that one day soon, education will be great for all kids.

Posted by Emily Douglas at 5:00 PM | Permalink | Leave a comment | Recommend

While researching compensation data last week, I stumbled upon some interesting information from the Bureau of Labor Statistics about the relationship between degrees, earnings, and employment. It is no surprise to see in the chart below that educational attainment is a strong predictor of employment and earnings.

However, I dug deeper into the BLS data to find that 47 percent of individuals with a master's degree, professional degree, or doctoral degree currently work in the "education and health services" industry. The "professional and business services" industry is the second highest in educational attainment with only 17 percent of workers earning an advanced degree.

For decades, school districts have rewarded educators for earning advanced degrees with salary increases and/or bonuses. At this point the research is mixed about the relationship between degree attainment and teacher effectiveness. Some researchers have found a weak or conditional relationship, while others have discovered no connection between advanced degrees and student achievement. If you're interested, here is a sampling of research on the topic:

• The 2010 report, "Human Capital in Boston Public Schools: Rethinking How to Attract, Develop and Retain Effective Teachers" from the National Council on Teacher Quality, shares the results of a meta-analysis of 17 different studies (and 102 "unique estimates"). The authors note, "Out of 102 statistical tests that were examined, 64.7% (n=66) of the estimates indicated that teachers' advanced degrees did not have any significant impact on student achievement. On the other hand, 25.5% (n=26) indicated a negative effect, and 9.8% (n=10) suggested a positive effect of teachers' advanced degrees on student achievement."
• In a 2007 study of Chicago public school teachers, Aaronson, Barrow, and Sanders found that only 10 percent of the variance in student learning and teacher effect could be explained by teachers' experience, credentials, degrees, or the college or university they attended.
• In another 2007 study, Clotfelter, Ladd, and Vigdor noted "that having a graduate degree is not predictive of higher achievement compared to having a teacher without a graduate degree."
• In a research synthesis, Goe (2007) concludes that a teacher's course taking and degree attainment in mathematics are positively correlated with student achievement in mathematics, especially at the high school level. While content specialization and degree in other subjects have not been found to be strongly correlated with student achievement, Goe acknowledges that these other subjects have not been researched to the extent that mathematics achievement has been addressed.
• In a 2005 paper by Hanushek, Kain, O'Brien, and Rivkin, the authors note that when looking at test scores of fourth through eighth graders in Texas, there was no correlation between teachers with master's degrees and student gains.
• In 2003, Jennifer King Rice reviewed five studies (Summers and Wolfe, 1977; Ratledge, 1979; Murnane and Phillips, 1981; Harnisch, 1987; Link and Monk, 1994) and found that the impact of advanced degrees at an elementary school level is mixed, yet, "evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects."
• Betts, Zau and L. Rice (2003) found differences across grade levels and subjects. At the elementary school level, holding a master's degree as a teacher had a positive, statistically significant effect on student achievement gains in math, but the effect was not significant in reading. Conversely, at the high school level, holding a master's degree or Ph.D. had a positive, statistically significant effect on reading gains, but not in math.
• According to a Center for Educator Compensation Reform research synthesis, "Goldhaber and Brewer's (1997, 1998) analyses of the 1998 National Educational Longitudinal Study also revealed that high school students assigned to teachers who held master's degrees in mathematics made greater gains in mathematics achievement than students whose teachers did not have advanced degrees or who held advanced degrees in other subjects. Similarly, high school teachers with bachelor's degrees in science were also more effective at increasing student achievement in science than teachers who taught science but either had no degree or a bachelor's degree in a non-science subject. Subject-specific degrees had no effect on student achievement in English or history, however."

As researchers continue to investigate the connection between degree attainment and educator effectiveness, it will be interesting to see how districts respond with their human capital decisions. If your district is already using this information or similar data to inform human capital decisions, please share your story below.

For more information on talent management in education you can follow Emily on Twitter: @EmilyDouglasHC.

Posted by Emily Douglas at 3:02 PM | Permalink | Leave a comment | Recommend

The latest findings from the Gallup Poll offer some interesting insight around teacher well-being and the work environment for educators across the country. Based on telephone interviews conducted between January and December 2012 of more than 172,000 people--9,370 of whom identified themselves as K-12 teachers--Gallup found that out of 14 major career categories, teachers rank second in overall well-being, behind only physicians.

As Brandon Busteed, Executive Director of Gallup Education, and Dr. Shane Lopez, Gallup Senior Scientist, note in their recent blog post, "Teaching May Be the Secret to a Good Life," teachers' high well-being is related to the fact that they "rate their lives highly and are in great emotional health, which are two key subcomponents of well-being." Additionally, a high number of teachers surveyed indicated that they "learn or do something new" each day and get to "use their strengths and do what they do best every day." Teachers also rank sixth behind farmers and fishermen, nurses, physicians, managers, and business owners in workplace engagement, with 31 percent of survey respondents noting that they are "engaged."

However, despite ranking high in overall well-being, teachers are last (14th), behind truck drivers and coal miners, with regard to the environment their supervisor creates and last when asked if they were "treated with respect all day yesterday." Educators also report the second highest stress level among the professionals polled.

This information, combined with results of other surveys conducted around teacher engagement, health, outlook, satisfaction, etc., can be helpful in providing K-12 talent managers an overall portrait of educators' experience. It can also be a useful point of comparison when asking the staff in your organization about their well-being and engagement. Most importantly, we must not only be open to gathering staff feedback, but strong enough to embrace the findings--whether positive or negative--with open arms.

For more information on talent and human capital management in education, you can follow Emily on Twitter: @EmilyDouglasHC

Posted by Emily Douglas at 11:14 AM | Permalink | Leave a comment | Recommend

As any talent manager knows, having satisfied, engaged, and loyal employees leads to a more productive, efficient, effective, and positive workplace. According to a 2010 survey of executives from around the world conducted by Boston Consulting Group and the World Federation of People Management Associations, "enhancing employee engagement is one of four most critical HR topics to focus on in volatile times--along with managing talent, leadership development, and strategic workforce planning." Specifically, the findings show that high levels of engagement significantly affect productivity, retention, loyalty, brand or reputation, and stakeholder or customer satisfaction.

There are a number ways organizations can increase employee engagement, with one specific strategy being recognition. Conventional wisdom tells us recognition is a viable strategy for enhancing internal culture, positively reinforcing behaviors, and simply saying thank you for a job well done. But what does the research on employee recognition programs tell us? Do they work? Are there best practices? What strategies do not work? How should these programs be executed?

In its 2013 report, "Celebrate Careers: An Effective Strategy for Driving Employee Engagement and Retention," the O.C. Tanner organization examines findings of a Cicero Group survey of more than 2400 individuals from 10 counties on the topic of recognition programs and their effect on retention, loyalty, satisfaction, and engagement. The report notes that due to increasing costs of employee turnover, there has been a "keen focus on employee retention and engagement."

Findings in the report include:
• 81 percent of employees said that service recognition programs make them feel appreciated.
• Organizations must work to understand the psychology of individuals of different ages, since wants, needs, and desires around rewards and recognition can vary.
• Employees who rated their organization's recognition program an 8, 9, or 10 out of 10 stay in that organization on average of 12.7 years; employees who rated their organization's program a 7 or below stay 10.5 years on average; and in organizations without a recognition program, employees stay on average 8.6 years.
• 66 percent of respondents noted that career celebrations strengthen overall internal relationships.

Additionally, the report provides practical suggestions related to six best practices for recognizing employee career growth and achievement. Specifically, it includes tips on how to:
1. Equip managers with the right tools and training.
2. Give awards with a personalized presentation.
3. Plan a celebration appropriate for the number of years being honored.
4. Invite other people to speak.
5. Prepare powerful remarks to deliver at events recognizing employees.
6. Extend the appreciation experience.

Among the most powerful points made in the report were from individuals who were interviewed via focus groups. As one interviewee noted, "Your company wants you to be invested, but it's hard to feel invested in a company if it doesn't invest in you." We must always remember that finding effective ways to invest in our human capital will yield a huge return on investment for both the organization and its employees.

For more information on human capital and talent management in education, you can follow me on Twitter: @EmilyDouglasHC

Posted by Emily Douglas at 4:10 PM | Permalink | Leave a comment | Recommend

It is important for K-12 talent managers to stay up-to-date with state and federal legislation impacting labor, human resources, and education. Since passage of the Americans with Disabilities Act Amendments Act (ADAAA) by Congress in 2008, there has been a dramatic increase in claims and settlement amounts. But, why is the ADAAA making headlines five years later?

In his February 2013 article "ADA Statistics Show Reinvigorated Law," Allen Smith of the Society of Human Resource Management discusses a recent report by the U.S. Equal Employment Opportunity Commission (EEOC) indicating that some of the largest increases in mental and physical disability settlements around the country have occurred in recent years. Recent data shows that over the past ten years, ADA settlements have increased from $239,388 (with 11 individuals who benefited from claims) in 1992 to $103.37 million (with 6,554 individuals who benefited from claims) in 2012.

Why have we seen a dramatic rise in ADA-related claims and settlement amounts? Jonathan Segal, partner at Duane Morris LLP, writes in a recent article in Fortune, "What's behind the surge in disability claims?" that the increase in claims, "has a lot to do with a legal change from 2008," including the expanded definition of the term "disability".

I encourage K-12 talent managers to visit the EEOC's website. As the official enforcement body for the ADAAA, the EEOC provides a plethora of helpful resources about the law and what employers need to do to comply. I would also suggest taking time to read and understand "reasonable accommodation" as well as view the EEOC's Fact Sheet on implementing the ADAAA. If you have specific questions on this topic or are in need of legal advice, I suggest you contact your legal counsel.

For more information on human capital and talent management in education, you can follow me on Twitter: @EmilyDouglasHC

Posted by Emily Douglas at 10:26 AM | Permalink | Leave a comment | Recommend