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ERIC Number: ED519722
Record Type: Non-Journal
Publication Date: 2008-Aug-19
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Strategic Management of Human Capital: Brief Reflections and a Few Propositions
Berry, Barnett
Center for Teaching Quality
The author shares how he was fascinated by the recent interest in and focus on the strategic management of human capital (SMHC)--which has been defined as "the acquisition, development, performance management and retention of top talent in the nation's schools." It is one thing to identify talented educators; it is another to utilize them strategically. Granted, over the last two decades policymakers and researchers of most "stripes" have come to conclude that teachers make the most difference in raising student achievement, and strong principals are key to school improvement. As a result a wide array of initiatives have been launched to attract non-traditional recruits to education, measure effective teaching and label "highly qualified" teachers, train principals differently, and the like. No doubt--progress has been made. However, America's public schools still rest on a relatively dysfunctional system of teacher and principal development. The propositions presented in this paper are built from some of the SMHC literature and rhetoric that have surfaced of late. The "nine pairs" of propositions are designed to stimulate discussion and consideration on what is needed in a SMHC and how school communities might achieve their goals. They are by no means exhaustive, but they are meant to provoke deeper thinking around key issues. (Contains 4 footnotes.) [This paper was prepared for the Rose Community Foundation.]
Center for Teaching Quality. 976 Airport Road Suite 250, Chapel Hill, NC 27514. Tel: 919-951-0200; e-mail: contactus@teachingquality.org; Web site: http://www.teachingquality.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Teaching Quality