ABSTRACT
It is often said that what gets measured gets managed. This adage applies to the strategic management of human capital, since it is hard to see how a district could develop and execute a plan for human capital management of teachers without reliable and valid measures. As we have argued earlier, there are two key metrics for the strategic management of human capital: measures of instructional practice and measures of teaching productivity.1 We argue that both measures are needed to manage the system. While it is tempting to solely rely on productivity measures, such as value-added, these measures do not cover the entire spectrum of human capital management uses. For example, while value-added can be used to evaluate, retain, and pay teachers, it is much less clear how value-added estimates could be used to recruit and select new teachers, to identify specific professional development needs, or to structure induction and mentoring programs.
