61.023 - Developing Human Capital Within Successful High-Poverty Urban Schools

Session Type: Symposium

Abstract

In this symposium, researchers will present three papers based on a qualitative, comparative case study of six high-poverty, high-minority schools, all achieving the highest rating in the state’s accountability system. The sample includes traditional, turnaround, and charter schools. The study focuses on how these successful schools approach a range of human capital practices: teacher recruitment, hiring, assignment, induction, development, evaluation, compensation, and roles. We interviewed 142 teachers and administrators, analyzed documents, and observed the schools in action. The papers focus on: (1) recruitment and hiring; (2) supervision and evaluation, and (3) instructional teams and colleagues. The findings have important implications for policy and practice. The study is part of a 15-year research project about teachers’ experiences within their schools.
A-1d

Sub Unit

• Division A - Administration / Division A - Section 1: Leadership

Chair

• Susan M. Johnson, Harvard University

Papers

• Getting the Right People on the Bus: Recruitment and Hiring in Successful High-Poverty Urban Schools - Nicole S. Simon, Harvard University; Susan M. Johnson, Harvard University; Stefanie Reinhorn, Harvard University

• Supervision and Evaluation: Finding a Balance Between Assessment for and Assessment of Teacher Learning - Stefanie Reinhorn, Harvard University; Susan M. Johnson, Harvard University; Nicole S. Simon, Harvard University

• Ending Isolation: The Payoff of Professional Culture and Teaming in High-Poverty Urban Schools - Susan M. Johnson, Harvard University; Stefanie Reinhorn, Harvard University; Nicole S. Simon, Harvard University

Discussant

• Judith Warren Little, University of California - Berkeley