b altimore c ity p ublic s chools fy12 district reforms to better support schools andrés a. alonso,...

BALTIMORE BALTIMORE CITYCITY

PUBLIC PUBLIC SCHOOLSSCHOOLS

FY12 District Reforms to FY12 District Reforms to Better Support SchoolsBetter Support Schools

Andrés A. Alonso, Ed.D.Andrés A. Alonso, Ed.D.

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ObjectivesObjectives

Understand how the District Office reforms will/should impact your work.

Know how to access services in the transition period of the summer and when major milestones in the reorganization are occurring

Provide feedback about the new structure that will help to guide the development of roles, processes and structures

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Theory of Action Driving this Theory of Action Driving this ReformReform

IF the district office’s culture, processes and structure: are rooted in deep and direct knowledge of schools; provide responsive, integrated, and easily accessible support for school

operations; establish clear guidance for schools; create clear standards and processes for accountability for schools with direct

support for school leaders; create clear standards and processes for district office accountability to

schools… THEN: schools will have a single point of entry for integrated and cross-functional

support that meets their unique needs; the instructional and operational capacity of school leaders will expand rapidly

empowering the best decisions to be made for our students; the service and support capacity of district offices will continuously improve in

response to school needs; and many more students will succeed at a higher level.

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Reforms Reflect Input from School Reforms Reflect Input from School LeadersLeaders

What we heard…Clear lines of accountabilityCoaching/leadership support from credible people who

know my schoolClear outcomes, tools and processes for the evaluation

of schools and school leadersOne point of entry for school support needs, and

resourced to actually be able to get the work doneSupports driven by school need, not by district

mandatesDistrict staff that ask “Why not?” instead of “Why?”

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Key Changes in the FY12 ReformKey Changes in the FY12 Reform5

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Network Teams• Expanded• Redefining the work of the district

Executive Director • Tailored leadership support• Ratio of school leader ED improved

District & School PerformanceClear outcomes, tools and processes for schools

and district in support of schools



School Support Network RolesSchool Support Network Roles

• A single point of entry for integrated and cross-functional support that meets schools’ unique needs• A structure guided and supported by parallel functions in the district office, but with the ability to provide direct support services and get things done on behalf of schools• A source of information between schools and the core district that shapes district policies and practices School Support Network Officer

Academic Content Liaison

Academic Content Liaison

Student Support Liaison

Data Specialist

Family & Community Engagement Specialist

Special Education Liaison

Supervisor- EBS

Human Capital Specialist

DSS Family Preservation Specialist

Team Facilitator

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School Support Networks StructureSchool Support Networks Structure

Approximately same number of schools per team Set number of standard and specialty support positions per team Standard supports positions assigned to each support team, services

differentiated by school need Specialty support positions and services selected by school, and work across

teams to meet school needs

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Princip

al

s

Choose!

Principals Choose!

Prin

cipal

s C

hoose

!



ED & Facilitator work jointly to support ED & Facilitator work jointly to support school leader in meeting the needs of the school leader in meeting the needs of the

schoolschool

Shared Knowledge•School strategy•School data & needs•Qualitative and contextual factors•Support activities

Shared Accountability•School performance factors in all evaluations•Principal to provide feedback on the development and supports received

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Proposed Network Structure for SY11-12Proposed Network Structure for SY11-12

* Rapid response tool rates schools to their peers on a range of indicators, ranking schools between 1 and 4, with 1 being an indicator of high need schools.

School Team Type# of

schools/pgrms

# of teams

schools/team

enrollment

ave enroll/team

Charter 35 1 35.0 11,461 11,461

SE & AOP 19 1 19.0 2,307 2,307

Turnaround-Elem/K-8 7 1 7.0 3,842 3,842Turnaround-Secondary

8 1 8.0 3,778 3,778

Elem/K-8 97 8 12.1 41,103 5,138

Secondary 38 4 9.5 22,011 5,503

204 16

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How Will Schools Assigned to How Will Schools Assigned to Networks?Networks?

After grade level configuration (ES, K-8, Secondary) and some targeted needs (e.g. Turnaround schools)…

Lead with Principal Development Need

Self-identified (using key elements of effective leadership during work sessions tomorrow)

Principal demographics related to leadership need (e.g. Principals in their first 3 years, etc.)

Controls/Considerations School performance indicators (heterogeneous) Looking at similar specialty supports (academic and student

support) Geography

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How Will Staff be Assigned to How Will Staff be Assigned to Networks?Networks?

1.) Executive Directors will be matched to leadership needs of the network (e.g. Turnaround experience with Turnaround Network)

2.) Facilitators will be matched to Executive Directors to complement skill set so as to provide a more robust set of expertise to principals

3.) Specialty Supports (academic/student support) will be matched to teams based on identified needs (e.g. MS Math support)

4.) Standard Supports will be matched to teams with facilitator input

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What is Happening Right Now with the What is Happening Right Now with the Work?Work?

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• School, school leader and teacher frameworks and evaluation systems being built• Performance management of district offices and staff to be rooted in school outcomes

• Role clarity and authority mapping among EDs, Facilitators, Networks and Departments• Departments reorienting meeting and reporting structures and mindset around school need and being “in service” to schools • Network processes for sharing information to and from schools • Reporting (informal and formal) being developed to gauge school progress

• District re-orienting processes to be about “How can I help you get this done?” vs. “Justify why it’s necessary” or flat out “No” with no just cause.



How Will I, as a Principal, Experience the How Will I, as a Principal, Experience the Work Differently? Work Differently?

You should…Receive more meaningful and regular feedback on

your practiceUnderstand clearly the outcomes (student outcomes

and transactional/compliance) and standards (Leadership Framework) that you are responsible for and where you can go to access supports

Spend less time having to contextualize your requests to the district, providing data about your school, and responding to last minute district requests

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How Will I, as a Principal, Experience the How Will I, as a Principal, Experience the Work Differently? Work Differently?

You should…Feel that the transactional services and processes are

expedited (e.g. budget amendments) and the networks are truly your “1-stop shop”

Be able to spend more time in classrooms because your operational and leadership needs are being met

Feel advocated for and supported with a sense of urgency and more often hear, “Why not?” then “Why?” from the district

Have a bigger voice in the district and feel that your experiences and feedback are shaping district policies and procedures

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Implementation TimelineImplementation Timeline15

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Item Date

Interviews for Networks & ED Positions continue May – July

Schools supported by Network Transition Contact (see next page)

until mid-July

PEP for ~65% of Network positions requiring Board approval ~60% of Executive Directors ~School Support Network Officer

July 12

Orientation and training of EDs and Networks with Parallel Departments

July

Grouping of schools into Networks and assignment of staff Early July

PEP for ~35% of remaining positions requiring Board approval ~40% of Executive Directors

July 12

Introduction of the EDs and facilitators to Principals at CAO’s professional development over the summer

Mid-Late July

Full network teams assembled and assigned to schools/ Principals receive clear guidance on the role and expectations of network and other district staff

Late July

Focus on Start of School Readiness Activities Late July/August



Summer Transition Summer Transition

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Current Network

Network Support Transition Contact

Executive Director

1 Harold Henry

Roger Shaw and Irma Johnson will continue to act

in the Executive Director role as it has been defined (not as it will be defined)

until new network teams and Executive Directors are introduced at the CAO’s

professional development for qualified observer training

this summer.

2 Erika McCoy

3 Paige Isaacson

4 Tyson Beale

5 Matt Hoffman

6 Dawn Shirey

7 Rod Womack

8 Harold Henry

9 Andrea Hancock

10 John Land

11 Sharone Brinkley-Parker

12 Kojo Attah

13 Tracye Carter

New schools for SY11-12

Tammie Knights



What Should I Expect Over the What Should I Expect Over the Summer?Summer?

Until new network teams are announced (mid-July), your network transition contact will act as:

A source of information for summer needs A point person at the district to ensure your

request can move to resolution quickly and with adequate feedback

Be mindful they will not have the full support of the team behind them, so direct services/support will be limited for a short window of time. Core functions will, of course, continue.

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Any Questions About the Reorganization Any Questions About the Reorganization or Feedback on District Supportsor Feedback on District Supports

Email [email protected] or Dr. Alonso directly.

You will receive a response within 24 hours. Requests will be monitored to ensure that the

transition does not impact your ability to achieve resolution.

We are committed to providing school supports to you even through this transition.

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What Are You Still Wondering About?What Are You Still Wondering About?

Use the note cards you were given to write the things you are still wondering about in terms of: Structure Process Roles

We will be able to use this data to inform the work we do internally to ensure that roles are clear and expectations managed, so principals are receiving the highest quality service and support.

PLEASE GIVE TO THE SUPPORT STAFF ON YOUR WAY OUT.

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Take Care of YourselfTake Care of Yourself

This week is about taking care of your professional self, remember to take care of your personal self this summer too.

We need you rested, charged and ready for our kids next year!

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b altimore c ity p ublic s chools fy12 district reforms to better support schools andrés a. alonso,...

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