Portfolio School District Network Meeting Summaries July 19-20, 2011 Washington, DC
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1 Portfolio School District Network Meeting Summaries July 19-20, 2011 Washington, DC For two days in July, a group of 50 district leaders, funders and researchers met to talk about the ideas behind the Portfolio School District strategy, to assess where reforms currently stand and to share ways to move them forward. What follows are short summaries of the presentations. To learn more about the ideas behind Portfolio School Districts, go to Portfolio District Analysis Presenters: Christine Campbell, Paul Hill, Michael DeArmond, Center on Reinventing Public Education The portfolio meeting began with an overview of the portfolio model and brief look at the results of the Portfolio District Network survey that network members were sent prior to the meeting. There were two main takeaways from the survey: Recruitment of talent is incredibly challenging to districts and stakeholders seem to have a limited understanding of district reform initiatives. State support of portfolio districts Presenters: Andy Smarick, Deputy Commissioner, New Jersey Department of Education and Paul Pastorek, Former Louisiana State Superintendent, Founding Member of Chiefs for Change Andy Smarick and Paul Pastorek discussed how states can support cities and districts implementing portfolio strategies. Samrick believes that portfolio work is the most exciting thing going on in education today and sketched out three angles for the session: 1) The philosophical side of things, what are we doing and why are we doing it? 2) The nuts and bolts aspect: how does it all work in terms of staffing, politics, and schools? 3) The state aspect, what can states do at a policy level to support cities and districts as they work to implement a portfolio strategy? Among key takeaways, Pastorek emphasized two critical aspects of state support. State leaders need to be un- tethered enough to think outside of the confines on traditional education models and find new pathways. He also emphasized the importance of accountability. In order to support portfolio reforms states need to provide support to districts and cities, but also set clear standards and hold them accountable in order to put pressure on adult to provide high quality education. A critical element of this is removing directives that tell districts and schools how to create success and only leaving standards. A message that both Pastorek and Smarick communicated was the importance of community engagement to successfully move towards a portfolio model. The engagement needs to be a broad- based and continual effort. Even if community support exists, complacency with regards to community engagement can cause a loss of that support. Listening to the community is very important, however the final decision needs to be whatever decision is in the best interest of kids. Leadership transitions in portfolio districts Presenters: Steven Adamowski, Former Superintendent of Hartford Public Schools and Kaya Henderson, Chancellor of DC Public Schools This session looked at leadership transition within portfolio districts, in particular, how succession planning
2 can be a tool to sustain and improve existing portfolio work. With succession planning, rather than asking new leaders what they are going to implement, the question becomes about how they re going to take the work that has been occurring in this district to the next level. Succession planning keeps change from being about a single person, thus making it much more sustainable. Adamowski touched briefly upon the succession plan that he created in Hartford that ensured a bench of potential successors was built prior to his exit. The plan enables continuation of reform efforts despite leadership changes. Henderson discussed how she came to the district with Rhee, never intended to be a superintendent, but when asked to take the job realized it was necessary to take the position so that people in the district would feel like they could stay without having to sustain another major upheaval of district policy and culture. In addition to discussing the importance of having a succession strategy to sustain reform, Henderson and Adamowski talked about how charters fit within the portfolio model. Henderson talked about how part of her plan for taking DCPS to the next level is to start thinking about reform through a lens of what is best for the city rather than just for the district. This shift will involve focusing more on including charters when considering a portfolio strategy. One goal will be making sure that learning gets translated across schools so that all schools can learn best practices from the experimentation of charters. The presenters concluded by touching briefly upon the cheating scandals that have recently been made public. Henderson framed these scandals as a huge opportunity to redefine what we consider success in education. She sees it as a chance to break up the weird testing culture and figure out how to continue to measure and measure vigorously without making people overly anxious about the testing. In closing, Henderson emphasized the need to work together to figure out education reform. She believes that continuing to share best practices and working together towards common goals will be the most helpful thing leaders can offer each other. Human capital reforms in DCPS Presenters: Scott Thompson Director of Teacher Effectiveness Strategy at DCPS, Eric Bethel, Master Educator at DCPS, and Lisa Jones, Teacher at DCPS This session summarized human capital reforms in DCPS, the IMPACT teacher evaluation system and early lessons learned. The session included a master educator and teacher from DCPS who shared their experiences with IMPACT. IMPACT is DCPS teacher evaluation system that takes into account multiple factors, including student value- added when possible. DCPS used IMPACT to evaluate teachers for the past two years. Teachers receive 5 evaluations a year, two from their principal and 3 from a master educator who specializes in the same content as the teacher. After each evaluation, there is a conference during which the teacher receives feedback on their teaching and strategies that they could use to elevate their teaching quality. For ~15% of teachers, those who teach a tested subject (math or English between grades 4-8) with at least 15 students value added accounts for 51% of their final evaluation score. For all other teachers, Teacher Assessed Student Achievement Data (TAS) is used and their evaluations count for 75% of their evaluation. Under IMPACT, teachers are rated on a four- tier scale between highly effective and ineffective. Both Bethel and Jones stressed that more than anything IMPACT provides the information needed for a teacher to grow. The intent of the system is to improve instructional quality and they both feel it is working. Bethel was a teacher who became a master educator. Jones has been evaluated under impact for two years. Jones acknowledged that when IMPACT was introduced there was a lot of skepticism and concern. Having been evaluated, however, and getting a chance to see what IMPACT offers to the teacher she has become proud of IMPACT. The support, especially from a content specific master educator, provides feedback that allows educators to consider their own teaching practice in a different light.
3 SchoolStat Presenter: Abigail Smith, Chief of Transformation Management, DCPS This presentation was a brief overview of DCPS SchoolStat, their administration accountability tool. SchoolStat involves building teams focused on specific initiatives. The teams meet regularly with the chancellor to determine where they are and are not making progress and whether aspects that they are not getting traction on can be changed through new action. Data about progress on initiatives is presented on SchoolStat scorecards. They are shared widely internally but not made public because they often contain confidential information. SchoolStat enables clear communication throughout the district so that work is not being duplicated, allows for monitoring legal aspects, and offers a clearer view of how central office work translates into schools. In order to create and sustain a SchoolStat model, Smith offered two pieces of advice. First, before you implement SchoolStat it is important to have clear, up front conversations about the purpose of SchoolStat, how it will work, and the benefits. Second, to the greatest extent possible, capacity should be developed within each division to work with the SchoolStat team and collect data. This will make SchoolStat a more sustainable model because less of the work and push behind SchoolStat will be coming from a single small office. ESEA Reauthorization Presenter: Jamie Fasteau, Senior Education Policy Advisor, U.S. House of Representatives Committee on Education and Labor Fasteau spoke about the status of ESEA reauthorization. Overall, the two parties seem unable to agree upon a mutually acceptable solution. According to Fasteau many of the proposals on the table are so unpalatable that the best choice may be waiting until the next election cycle. This strategy would create the chance for a decision to be reached with a different group of congress members who may create a reauthorization plan that does more for access, equity, and students. She did, however, highlight some positives in the work that has been done. In particular she thinks the charter school reauthorization bill, a bipartisan effort, included a lot of good changes. The changes primarily focused on accountability issues and increasing access for underserved populations. Overall, Fasteau had a grim message about ESEA reauthorization prospects. She strongly encouraged portfolio network members to communicate with their congressional offices about what is working for them and what they hope does not get lost. School turnarounds Presenters: Meredith Liu, Managing Director, The School Turnaround Group, Mass Insight Education and Sarah Yatsko, Research Analyst, CRPE This presentation looked at federal school improvement grants and what their impacts have been. School improvement grants represent a $3.5 billion dollar investment by the current administration focused on improving performance in the lowest performing schools. To receive money intervention was required through one of the following four models: school closure, restarting as a charter school, turnaround, and transformation. Transformation was the least bold change model and was likely left as a choice due to political pressure. Ultimately, 73% nationally chose the transformation model. Yatsko presented findings from a study of district ability to use SIG funding to implement successful school turn around. The study showed that most schools have only managed to make marginal changes that are
4 unlikely to lead to transformational changes in learning. The schools that have made bold changes are an exception to the general pattern and seem to be more a product of notable leadership than SIG funds or freedoms. Overall, districts did not seem to be embracing the opportunity presented by SIGs. Most districts divided the SIG responsibilities between existing departments rather than creating a specific school improvement office. Schools seemed to lose focus on the goal of student improvement and have used SIGs as an opportunity to try anything and everything, often forgetting that student improvement should be the focus. Liu presented findings from Mass Insight research on school improvement efforts. She agreed with Yatsko about the importance of a central school improvement office so that districts can support school level work. Additionally, she spoke about how Mass Insight is working on determining promising tactics for school turnaround efforts that districts could assist schools in replicating. Often these practices are from the schools with exceptional leadership, but some of their actions may be replicable. She emphasized that for many schools more direction with regards to what might work would be helpful. The tactics suggested, she cautioned, are not considered best practices. Best practices, due to the differing nature of schools and early stage of SIG research, have yet to emerge. Messaging continuous improvement: NYC school closure workshop Presenters: Betheny Gross, Senior Research Analyst, CRPE, John Ullyot, Senior VP, US Corporate Practice, Hill and Knowlton, Marc Sternberg, Deputy Chancellor of Portfolio Planning, NYC- DOE and Paymon Rouhanifard, Director of Planning, Division of Portfolio Planning, NYC- DOE This presentation looked at messaging and media coverage through the lens of NYC- DOE s experience with school closures. After a brief presentation outlining the school closure efforts and most recent lawsuit John Ullyot, from Hill and Knowlton, work- shopped how to message school closures and other reforms linked to portfolio ideas. Ullyot provided three principals for moving forward big reform: 1) Reform requires a very different level of work and messaging. Be sure that eagerness and strong belief in the reform effort does not get in the way of thoughtful messaging 2) Ownership: pick battles you can win and be very careful when communicating around a difficult subject. Make sure you couch your message in context of how work on education reform occurs in an imperfect system and that there are still significant hurdles for reform that are being worked with as best as possible. 3) The messenger matters: to whatever extent possible, take your message to parents and students and try to get them to be the messenger rather than you These three principles were discussed in the context of NYC- DOE s experience so far and then discussion was opened up to include the other portfolio members. Members expressed a tension between the need to move reform efforts and the lack of public demand for change. Many network members expressed that in their cities there does not seem to be demand for change. Waiting for that demand to germinate before moving ahead with reforms would mean failing to provide meaningful change for current students. Several districts shared their efforts to engage across sectors and build support for change. The session concluded with the need to engage on multiple fronts from the business community to parents in order to build political will for their reform efforts. District / charter compact collaboration Presenter: Parker Baxter, Consultant, CRPE This presentation explained the impetus behind the Bill and Melinda Gates Foundation Charter- District Compact Collaboration. Baxter outlined how charter and district schools traditionally have not worked together, shared resources, or even liked each other. Gates brought leaders together to ask what would foster better collaboration. The Compact provides support as districts/cities work to remove the impediments to collaboration that currently exist. It encourages the sectors to share resources and
5 responsibility. The Compact aims to disseminate high potential ideas for collaboration, innovation and student achievement while building trust that will enable leading cities to push each other and raise the bar for collaboration overall. The work is based on a continuum of collaboration between the sectors that moves from sharing ideas, to resources, to responsibility. Many Portfolio districts are also Compact districts. They shared about work they have done so far. A theme that came out of the conversation was the importance of making sure that people throughout the district central office know about and buy into Compact. When districts are able to communicate effectively about Compact and build buy in the sharing of resources and choices as to whether or not something should be shared become much clearer and more intuitive.
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