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Strategic Management of Human Capital in Education offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital." Grounded in extensive research and examples of leading edge districts, this book shows how the entire human resource system in schools―from recruitment, to selection/placement, induction, professional development, performance management and evaluation, compensation, and career progression―can be reformed and restructured to boost teacher and principal effectiveness in ways that dramatically improve instructional practice and student learning. Strategic Management of Human Capital in Education guides educators towards putting more effective teachers, teacher leaders, and principals in the country’s schools―especially in poverty-impacted urban and rural communities―equipping those teacher and principals with instructional and leadership expertise, and rewarding and retaining those who are successful in attaining these objectives. Drawing from cases, experiences, and deliberations from a national task force, this book outlines a comprehensive framework for how to transform current human resource management practices into authentic, strategic talent management systems in order to improve student achievement.
- Sales Rank: #225556 in Books
- Published on: 2011-01-12
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .60" w x 5.90" l, .80 pounds
- Binding: Paperback
- 264 pages
Review
"Rooted in improving student achievement, the book shows how strategy for developing people overlays with strategy for developing rigorous college ready curricula."
―Teachers College Record
"This important new book clearly and comprehensively addresses the new work in school reform that is changing the face of human resources in school systems."
-- From the Foreword by Carl A. Cohn, Professor and Co-Director, Urban Leadership Program, Claremont Graduate University
"All the reorganization and restructuring in the world cannot compensate for poorly selected and developed personnel. Allan R. Odden provides future education leaders a comprehensive foundation for ensuring that school systems recruit, select, retain, and develop educators capable of meeting the challenges of high-stakes schooling."
-- Daniel L. Duke, Professor of Educational Leadership, University of Virginia
About the Author
Allan R. Odden is Professor of Educational Leadership and Policy Analysis at University of Wisconsin-Madison, Director of Strategic Management of Human Capital, and Co-Director of the Consortium for Policy Research in Education in the Wisconsin Center for Education Research.
Most helpful customer reviews
1 of 1 people found the following review helpful.
Arun Kolar Review of Strategic Manegement
By Arun
Odden brings a distinctly positive view of the future of education and that successfully and effectively using human capital will bring about reforms in education that will solve many problems in education. He does acknowledge that there are many issues political, social, economical, and even some unexplored issues that provide barriers for the implementations of the ideas and research he promotes. However, despite the limitations of his proposed reforms he argues that large-scale institutional educational reform is highly possible by effectively recruiting and retaining top talent, as well as successfully developing and compensating this talent. He does not hold credence that reform for every school is highly contextual to the school and that there are large scale reforms that could be made at a nationwide or, at least, a state level top-down implementation that would benefit all schools regardless. He promotes a standardization of these implementations to ensure that equity is achieved in the country between various districts and that all districts maintain an adequate standard of educational attainment and success.
His recommendations are based on how to:
1. Recruit and Staff the highest qualified employees
2. Create a strategic performance management broader than only focusing on student test/achievement results
3. To strategically measure the management of human capital and how to effectively improve teacher instructional practices, tenure measures, dismissals, and compensations
4. Create professional development that is effective, collaborative, aligned, and ongoing
5. Organizing how to implement strategic human capital management, especially considering the talent management of principals.
6. Create multi-tiered entryways into educational careers, including licensing, multi—year residencies, and continual support for ongoing professional development.
7. Change the political climate surrounding educational policy, practice, and discourse so his recommendations can become more feasible.
The positive aspects of the book highlight the importance and value that people play in the instruction of students and that educators should be highly educated, trained and developed to be successful teachers, principals, and any employee in education. Odden considers educators, administrators, and staff in the education system as assets that are currently being used inefficiently and ineffectively but there is great potential under his recommendations to maximize the achievement through the proper use of the assets educators, administrators, and staff bring to the schools. He also brings value to Human Resources division of education and how they can be used as a tool to help implement his ideas and bring increased success and efficiency to a district.
However, he tends to rely on recruitment agencies such as TFA, private, city-developed, non-profit, and nationwide government as means to recruit highly qualified teachers. The issue is that he argues that these agencies are very successful at recruiting top talent and that there must be structural changes in professional support, development, and compensation to retain them. He also goes on to suggest that having more professionalized teacher integration systems into the schools, such as working as a Paraprofessional at a school before becoming a full-time teacher or having a residency at a school for a period, much like a doctor would improve retention rates and better prepare teachers. But that inherently contradicts with the structure of programs like TFA, where they do succeed in placing top talent in high-needs schools, but this talent is inexperienced. Most other programs he highlights are not built for a residency-type training program and have relatively lower retention rates. One criticism is that he is suggesting two contradicting forms of teacher development and recruiting systems. His recommendations would be more effective if they are better aligned with his other suggestions on how to increase the professionalization of teachers without at the same time promoting programs that lack the “professionalization” aspect to teacher development, even if both methods could be argued at being successful at recruiting talent.
This book has been used in other research to further discussions, on how changing the role of human resources in schools can affect recruitment of high-quality principals and teachers. As well as furthering discussions on top quality teacher and principal recruitment, retention, and compensation. This book has also been used to further research on assessing and developing principals and other school/district leaders.
0 of 0 people found the following review helpful.
Review of Allen Odden's Strategic Management of Human Capital in Education by Janice D. Mertes
By Amazon Customer
Allen Odden in Strategic Management of Human Capital in Education provides a framework for improving student achievement by focusing on effective instructional pedagogy, talent management strategies, career progression pathways and resource distribution. The first priority Odden identifies in attracting and retaining staff in educator and leadership roles as a talent management philosophy to establish a foundation how educators are attracted and retained. Odden identifies a clearly defined mentoring and career progression pathway should align licensing, professional learning and salary incentives. The second core component is to establish improvement strategies through effective mentoring and professional development programs targeted at increasing student achievement. Districts have to establish the expectations for leaders to be active instructional leaders who guide staff in expanding instructional strategies to meet the needs of all students. A key aspect of the talent management framework includes clearly defined academic achievement standards across an educator’s career aligned to targeted professional growth opportunities. The compensation model for districts have to align with the recruitment and retention strategies to ensure all staff members has to also address option of eliminating tenure standards. Odden concludes with a discussion of federal, state and local policy implications that consider how districts frame the professional pathways of educators to align with a district’s resource distribution and professional learning structures to ensure student achievement is the central focus. Odden’s comprehensive human resource program offers research based practices on focusing on talent programming as a foundation for student achievement. The fundamental value of educator and principal effectiveness as the key core for student achievement improvement is clearly represented by Odden’s advocacy for clear assessment aligned career progressions, growth supports and retention strategies.
Since this book was published in 2011, national and state policies around educator effectiveness, tenure standards, educator shortages and assessment benchmarks for achievement are creating elements of why talent management may become integrated into a district’s human resource plan. Odden’s framework has limitations for large scale adoption in schools at this time due to the cost inputs to develop the leadership and policies to implement these standards for new and existing staff members. The requirements for a district to implement this framework requires resource allocation to provide support resources, policy support and staff buy in at all levels. The ability to reward staff for instructional or performance achievement indicates that a district may also have clearly defined policies for not retaining staff members who meet these standards.
0 of 0 people found the following review helpful.
A starting point for thinking about district strategies
By Forrest
I picked up this book in a year when some reports described segregation in school assignment as having reached the highest level in four decades, and when deficiencies in school funding seemed to be becoming only more difficult to remedy. While these serious systemic problems deserve all of our attention, I am sure I am not the only one who hopes for smaller improvements that can be started closer to home in the meantime. As the subtitle implies, “Human Capital” approaches to education refer to sets of practices and support structures meant to boost educational attainment by directly helping the people who make schools work – teachers, principals, and all varieties of support staff - to maximize their professional capabilities, individually and as groups, often with little direct support from higher levels of government.
Odden’s book is the wrong place to look for historical context or other narratives that would be useful for a newcomer to U.S. education, but for the intended audience, its approach is simple and to-the-point. Chapters are organized topically, and outside of a few shared themes there is relatively little to knot the book together. Odden stresses the importance of high-level goals to harmonize human resource policies across each of the different categories he explores, from teacher recruitment to licensure, from testing systems to professional development, and everything in between, while exploring strategies that are already being undertaken by districts and schools around the country.
Possibly the book’s greatest credit beyond being a catalogue of policies is its thorough articulation of the assumptions and causal linkages underpinning each of these separate categories of solutions, refusing to elide the nature of related but distinct issues such as teacher’s compensation and dismissal. Odden is for instance enthusiastic about the possibilities of value-added measures (VAM) while conveying a more nuanced and specific view of their goals and capabilities than is commonly seen in public dialogue. Teaching metrics intuitively appeal to many as a technique for clearly dividing effective and ineffective teachers for reward and dismissal, respectively, however Odden seems to find a chain of reasoning combining student testing, teacher compensation, teacher retention, and teacher dismissal to be overextended and thus likely ineffectual, if not misguided. He instead presents strategies that balance value-added measures with other information sources, and that apply them towards efforts to help all current teachers improve their work through systems for collaboration and resource distribution.
At other times Odden seems to be too credulous of some points of prevailing wisdom; in several chapters he argues for the adoption of certain management perspectives simply on the grounds that they have become popular amongst private companies, without feeling the need to explain how successful these approaches have actually been, much less why, or how they could be generalized to educational settings. These are not indefensible positions, but their breezy handling seems to demand an awareness of existing education research, and a willingness to critically consider some items presented as noncontroversial.
On balance, I found this to be a clear and practically-oriented reference. While I certainly questioned Odden’s unspoken arguments at some points, I do not think this is enough to negate the amount of real-world experience and experimentation which has been compacted into the volume. It helps to introduce interested readers to the breadth of options available to school leaders in the modern landscape, while explaining the importance of taking these steps only in the perspective of larger, well-defined organizational goals. I would recommend a copy for anyone in a position to influence education on a local level (and with a little patience), whether board members, new teachers, or very, very focused parents, simply coupled with the timeless caution to trust but verify.
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