Case Studies of 5 High-Case Studies of 5 High-Performing, High-Poverty Performing, High-Poverty

Charter SchoolsCharter Schools

Presented by Presented by

Katherine Merseth, Kristy Cooper, Mara Katherine Merseth, Kristy Cooper, Mara Tieken, Tieken,

John Roberts, Jon Valant, & Chris WynneJohn Roberts, Jon Valant, & Chris Wynne

Harvard Graduate School of EducationHarvard Graduate School of Education

Presentation OverviewPresentation Overview

Research Purpose & Research Purpose & MethodologyMethodology

5 Case Studies5 Case Studies Cross-Case AnalysisCross-Case Analysis Questions & AnswersQuestions & Answers

Research Study PurposesResearch Study Purposes

To distinguish common and To distinguish common and differing elements in high-differing elements in high-performing charter schools serving performing charter schools serving students at educational riskstudents at educational risk

To inform policy-makers, charter To inform policy-makers, charter school authorizers, and educators school authorizers, and educators about best practices in five high-about best practices in five high-performing charter schools in performing charter schools in MassachusettsMassachusetts

Selection of 5 Case Selection of 5 Case Study SitesStudy Sites

Criteria set by the Massachusetts Criteria set by the Massachusetts Charter School Dissemination & Charter School Dissemination & Replication Project:Replication Project:

Schools located in high poverty Schools located in high poverty districtsdistricts

Schools with renewed chartersSchools with renewed charters Schools that made AYP in 2006Schools that made AYP in 2006 Schools outperforming sending Schools outperforming sending districts on MCASdistricts on MCAS

Research QuestionsResearch Questions What particular organizational, What particular organizational, pedagogical, human resource and pedagogical, human resource and leadership factors do teachers, leadership factors do teachers, administrators, parents, and charter-administrators, parents, and charter-authorizing authorities identify at each authorizing authorities identify at each school as instrumental to their success? school as instrumental to their success? How are these descriptions similar or How are these descriptions similar or different across schools?different across schools?

What practices are observed at these What practices are observed at these schools that might contribute to schools that might contribute to success? How are these practices common success? How are these practices common or divergent across sites?or divergent across sites?

Research MethodologyResearch Methodology Initial literature review to generate Initial literature review to generate protocols for interviews, focus groups, protocols for interviews, focus groups, and observations.and observations.

Over 70 interviews with teachers, Over 70 interviews with teachers, administrators, and specialists at the 5 administrators, and specialists at the 5 schools.schools.

Parent focus group at each school.Parent focus group at each school.

Over 40 days of observation in the Over 40 days of observation in the schools.schools.

Analysis of school reports and documents.Analysis of school reports and documents.

Data AnalysisData Analysis Interviews and Focus GroupsInterviews and Focus Groups

Sorted data into 10 categorical codes Sorted data into 10 categorical codes using NVivousing NVivo

Further fractured data into sub-categories Further fractured data into sub-categories Examined data for emergent themes and Examined data for emergent themes and revisited literature on effective revisited literature on effective schoolingschooling

ObservationsObservations Used observation protocol data to Used observation protocol data to determine daily operationsdetermine daily operations

Again, revisited literature on effective Again, revisited literature on effective schoolingschooling

The 5 Case StudiesThe 5 Case Studies

THE MATCH CHARTER PUBLIC HIGH SCHOOLTHE MATCH CHARTER PUBLIC HIGH SCHOOLBoston, MassachusettsBoston, Massachusetts

An Independent Charter An Independent Charter SchoolSchool

Founded in 2000Founded in 2000220 Students in Grades 9-12 220 Students in Grades 9-12

62% African American 62% African American 30% Hispanic 30% Hispanic

4% White 4% White 2% Asian2% Asian

2% Multi-race non-Hispanic2% Multi-race non-Hispanic

11% Special Education 11% Special Education 70% Low Income70% Low Income

4 Year Graduation Rate = 4 Year Graduation Rate = 60%60%

2005-2006 Drop Out Rate = 2005-2006 Drop Out Rate = 3.2%3.2%

Data as of October 1, 2007 at :Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all13&ot=12&o=2025&view=all

TUTOR: “So the culture of the school is to foster TUTOR: “So the culture of the school is to foster learning. And the Code of Conduct is a way to promote learning. And the Code of Conduct is a way to promote the school culture, but also the learning itself is a the school culture, but also the learning itself is a way to promote the culture, and they feed into each way to promote the culture, and they feed into each other and… we don’t…we don’t take it lightly.”other and… we don’t…we don’t take it lightly.”

Code of conduct consistently understoodCode of conduct consistently understood

Code of conduct consistently implementedCode of conduct consistently implemented

A shaping force for decision-makingA shaping force for decision-making

It sits at the heart of the school's culture, It sits at the heart of the school's culture, and says that not every student will “fit”.and says that not every student will “fit”.

Shaping School CultureShaping School Culture

The MATCH CorpsThe MATCH CorpsADMINISTRATOR: “First, they’re academic coaches… A ADMINISTRATOR: “First, they’re academic coaches… A lot of it is content, but a lot of it’s just lot of it is content, but a lot of it’s just making sure that our kids don’t give up. And making sure that our kids don’t give up. And they’re the ones who have the relationships with they’re the ones who have the relationships with the parents and the kids. And, they build the the parents and the kids. And, they build the feeling of the school…because they’re big in feeling of the school…because they’re big in number; and they need to be trained well, number; and they need to be trained well, interpreting the culture and the code of conduct.”interpreting the culture and the code of conduct.”

45 MATCH Corps tutors45 MATCH Corps tutors

Serve same four to five students Serve same four to five students for an entire academic yearfor an entire academic year

Live on the school’s third floorLive on the school’s third floor

Partially funded by an AmeriCorps grantPartially funded by an AmeriCorps grant

Increasing Time on TaskIncreasing Time on Task

ADMINISTRATOR: “Our philosophy is we have a greater ADMINISTRATOR: “Our philosophy is we have a greater school culture that allows each teacher the maximum school culture that allows each teacher the maximum opportunity for them to use that time well. Our opportunity for them to use that time well. Our culture allows 56 minutes of learning to really be 56 culture allows 56 minutes of learning to really be 56 minutes… but it’s not like we have unique amazing ideas minutes… but it’s not like we have unique amazing ideas of how to teach math…. We don’t have an overarching of how to teach math…. We don’t have an overarching philosophy of ‘How to actually teach,’ ‘How to actually philosophy of ‘How to actually teach,’ ‘How to actually instruct.’ It’s more of making sure that there is no instruct.’ It’s more of making sure that there is no time wasted. And how to use that time is up to you.”time wasted. And how to use that time is up to you.”

Code of ConductCode of Conduct MATCH CorpsMATCH Corps Required lesson structure/sense of urgencyRequired lesson structure/sense of urgency Good instruction is the degree to whichGood instruction is the degree to which

students are on taskstudents are on task Leadership seen as protectors of culture, notLeadership seen as protectors of culture, not

as instructional leadersas instructional leaders

BOSTON COLLEGIATE CHARTER SCHOOLBOSTON COLLEGIATE CHARTER SCHOOLDorchester, MassachusettsDorchester, Massachusetts

Founded in 1998Founded in 1998412 Students in Grades 5-12 412 Students in Grades 5-12

64% White64% White27% African-American27% African-American

6% Hispanic6% Hispanic2% Asian2% Asian

1% Multi-race non-Hispanic1% Multi-race non-Hispanic

17% Special Education 17% Special Education 42% Low Income42% Low Income

4-Year Graduation Rate (2007) = 93%4-Year Graduation Rate (2007) = 93%2005-2006 Dropout Rate = 0%2005-2006 Dropout Rate = 0%

Data as of October 3, 2007 at :Data as of October 3, 2007 at :http://profiles.doe.mass.edu/home.asp?http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=2003mode=o&view=all&mcasyear=2007&ot=12&o=2003

““to prepare each student for college”to prepare each student for college”

TEACHERTEACHER: “The mission? Whoever you talk to in the : “The mission? Whoever you talk to in the building, they all know what they’re here for. And building, they all know what they’re here for. And they’re all quite passionate about it.”they’re all quite passionate about it.”

College reminders, expectations, and requirementsCollege reminders, expectations, and requirements

Bringing college to students & taking students to Bringing college to students & taking students to collegecollege

College Readiness CommitteeCollege Readiness Committee

A Clear, Strong Mission That Unites A Clear, Strong Mission That Unites and Motivatesand Motivates

Hiring, Developing, and Retaining Hiring, Developing, and Retaining Outstanding TeachersOutstanding TeachersADMINISTRATORADMINISTRATOR: “What makes us successful? It’s : “What makes us successful? It’s

teachers, teachers, teachers.”teachers, teachers, teachers.”

ADMINISTRATORADMINISTRATOR: “If we’re just turning people over : “If we’re just turning people over who are young and leave as soon as they get married who are young and leave as soon as they get married and have kids, then that’s not the school I want this and have kids, then that’s not the school I want this to be… We don’t want to be cycling through teachers to be… We don’t want to be cycling through teachers every three years. There is something lost in the every three years. There is something lost in the school culture, in the quality of the curriculum, school culture, in the quality of the curriculum, when you are constantly bringing in new teachers and when you are constantly bringing in new teachers and losing old.losing old.”

Recruitment & hiring – Recruitment & hiring – “ “great people, not great teachers”great people, not great teachers”

Development – Development – constant feedback & personalized PDconstant feedback & personalized PD

Retention & dismissal – Retention & dismissal – Teacher Retention CommitteeTeacher Retention Committee

Balancing High Expectations Balancing High Expectations with a Warm, Supportive School with a Warm, Supportive School

AtmosphereAtmosphere

TEACHERTEACHER: “When I’m teaching, I’m teaching. But : “When I’m teaching, I’m teaching. But when I’m not, I’m a person you can interact with when I’m not, I’m a person you can interact with almost like you interact with a peer… I don’t feel almost like you interact with a peer… I don’t feel like I need to maintain a distance all the time. I like I need to maintain a distance all the time. I feel like I can negate the distance any time I feel like I can negate the distance any time I want.”want.”

A time for work & a time for playA time for work & a time for play

Merits & demerits, incentives & disincentivesMerits & demerits, incentives & disincentives

More time on taskMore time on task

COMMUNITY DAY CHARTER PUBLIC SCHOOLCOMMUNITY DAY CHARTER PUBLIC SCHOOLLawrence, MassachusettsLawrence, Massachusetts

An Independent Charter SchoolAn Independent Charter SchoolFounded in 1995Founded in 1995

330 Students in Grades K-8 330 Students in Grades K-8

87% Hispanic 87% Hispanic 9% White 9% White

2% African-American 2% African-American 1% Asian1% Asian

1% Multi-race1% Multi-race

18% Special Education 64% Low 18% Special Education 64% Low IncomeIncome

80% First Language not English80% First Language not English

Data as of October 3, 2007 at :Data as of October 3, 2007 at :http://profiles.doe.mass.edu/home.asp?http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1989mode=o&view=all&mcasyear=2007&ot=12&o=1989

PARENT: “I’m in the school, I know what’s going on. PARENT: “I’m in the school, I know what’s going on. It’s so small that … when you’re around for a little It’s so small that … when you’re around for a little while and you see the same faces, you tend to know while and you see the same faces, you tend to know people and say, ‘Hi.’ It’s just small. It’s intimate, people and say, ‘Hi.’ It’s just small. It’s intimate, it’s intimate.”it’s intimate.”

Relationships with Parents:Relationships with Parents: Consistent home/school communicationConsistent home/school communication Parents welcome at schoolParents welcome at school

Relationships among Staff:Relationships among Staff: Co-teaching modelCo-teaching model Expectation of collaboration Expectation of collaboration Administrators in classroomsAdministrators in classrooms

Relationships with Students:Relationships with Students: Low student-to-teacher ratioLow student-to-teacher ratio Time to know students personallyTime to know students personally

Culture of IntimacyCulture of Intimacy

Attention to the Individual ChildAttention to the Individual ChildTEACHER: “My own philosophy, and the school’s, is TEACHER: “My own philosophy, and the school’s, is it’s definitely about the individual child. Although it’s definitely about the individual child. Although … you want them to meet those standards, you have to … you want them to meet those standards, you have to figure out ‘How am I going to get his student to that figure out ‘How am I going to get his student to that place, understanding this concept…?’ Because my class place, understanding this concept…?’ Because my class is so unique, each student, I cannot do the same is so unique, each student, I cannot do the same thing for ever student. I have to twist it, I have to thing for ever student. I have to twist it, I have to turn it, I have to figure out ‘How am I going to turn it, I have to figure out ‘How am I going to reach this one?’ and ‘How am I going to reach that reach this one?’ and ‘How am I going to reach that one?’ Because they’re just not going to all get there one?’ Because they’re just not going to all get there the same way.”the same way.”

Opportunities for individual attention: Opportunities for individual attention: morning routine, lunchtime, transitionsmorning routine, lunchtime, transitions

Co-teaching model and use of instructional groupsCo-teaching model and use of instructional groups

Focus on a student’s academic weaknessesFocus on a student’s academic weaknesses

Attention to a student’s backgroundAttention to a student’s background

Intensive Use of DataIntensive Use of Data

ADMINISTRATOR: “One of the things that is integral ADMINISTRATOR: “One of the things that is integral to our entire operation … is goal setting and measuring to our entire operation … is goal setting and measuring whether we’re getting to those goals. … We look at the whether we’re getting to those goals. … We look at the MCAS high stakes exam, gives us a wealth of data. … We MCAS high stakes exam, gives us a wealth of data. … We have translated much of that assessment data and have translated much of that assessment data and results into classroom practice. … We analyze how results into classroom practice. … We analyze how individual students are doing, how groups of students individual students are doing, how groups of students are doing, what the test is telling us about whether are doing, what the test is telling us about whether we’re being effective, where those skills need more we’re being effective, where those skills need more support, or where we need to teach them in a different support, or where we need to teach them in a different way.”way.”

The Blue BindersThe Blue Binders Individual MCAS GoalsIndividual MCAS Goals Breakdown of MCAS MaterialsBreakdown of MCAS Materials Class-wide Action PlansClass-wide Action Plans Data from Benchmark AssessmentsData from Benchmark Assessments Instructional groupingsInstructional groupings Personal Education Goals (PEGs)Personal Education Goals (PEGs)

ROXBURY PREPARATORY CHARTER PUBLIC SCHOOLROXBURY PREPARATORY CHARTER PUBLIC SCHOOLRoxbury, MassachusettsRoxbury, Massachusetts

An Independent An Independent Charter School, Charter School, Founded in 1999Founded in 1999198 Students in 198 Students in

Grades 6-8 Grades 6-8

61.1% African 61.1% African American American

32.8% Hispanic 32.8% Hispanic 1.5% Native American 1.5% Native American 4.5% Multi-race non-4.5% Multi-race non-

HispanicHispanic

11.6% Special 11.6% Special Education Education

69.7% Low Income69.7% Low Income

Data as of October 1, 2007 at :Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all13&ot=12&o=2025&view=all

TEACHER: “TEACHER: “The whole idea behind the curriculum is that you plan it early, before the school year starts, and that you plan it all the way through so that when you come to planning a particular lesson for a particular day, you already have a sense as to what you are going to do.”

Teachers begins the year with long term curricular Teachers begins the year with long term curricular plans plans

Curriculum Alignment Templates help ensure full Curriculum Alignment Templates help ensure full coverage of the Massachusetts Learning Standards.coverage of the Massachusetts Learning Standards.

Curricula “go beyond” what the Massachusetts Curricula “go beyond” what the Massachusetts Learning Standards explicitly Learning Standards explicitly prescribeprescribe (e.g. curricular themes pertaining to social (e.g. curricular themes pertaining to social justice)justice)

August Planning TimeAugust Planning Time

Daily Lesson PlansDaily Lesson PlansTEACHER: “TEACHER: “It’s an event. Something is going to happen. How that happens depends on the teacher’s style, the material . . . but conceptually I think teachers think of their lessons as events, as opportunities, and I think that makes them prepare down to the smallest detail.”

Lesson plans are very detailed,Lesson plans are very detailed, often budgeted to the last minuteoften budgeted to the last minute

Basic lesson structure: Basic lesson structure: Do Now, Mini-lesson, Guided practice, Do Now, Mini-lesson, Guided practice, Independent workIndependent work

Guided practice often involves Guided practice often involves pair or group workpair or group work

Teaches distribute weekly syllabi Teaches distribute weekly syllabi that include each lesson’s “Aim” & assignmentthat include each lesson’s “Aim” & assignment

Inquiry GroupsInquiry Groups

During weekly teacher-facilitated Inquiry Group meetings, teachers analyze student work and reflect on best practices to promote dialogue about teacher efficacy, evidence of student learning, and achievement of goals.

ELA & social studies teachers comprise literacy group; ELA & social studies teachers comprise literacy group;

Math & science teachers comprise numeracy groupMath & science teachers comprise numeracy group Groups meet most Friday afternoons after students Groups meet most Friday afternoons after students

dismissdismiss Currently, groups follow “Results Meeting” formatCurrently, groups follow “Results Meeting” format One teacher presents a student skill for improvementOne teacher presents a student skill for improvement Group brainstorms ideasGroup brainstorms ideas Teacher select ideas to freely discuss in more detailTeacher select ideas to freely discuss in more detail

ACADEMY OF THE PACIFIC RIMACADEMY OF THE PACIFIC RIMHyde Park, MassachusettsHyde Park, Massachusetts

Founded in 1997Founded in 1997472 Students in Grades 5-12 472 Students in Grades 5-12

57% African-American57% African-American23% White23% White

16% Hispanic16% Hispanic3% Asian3% Asian

1% Multi-race non-Hispanic1% Multi-race non-Hispanic

13% Special Education 13% Special Education 51% Low Income51% Low Income

4-Year Graduation Rate (2007) 4-Year Graduation Rate (2007) = 90.3%= 90.3%

2005-2006 Dropout Rate = 0.7%2005-2006 Dropout Rate = 0.7%

Data as of October 1, 2007 at :Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969

ADMINISTRATOR: “I feel really intentional about what we require our younger students to do, and when we take some of that support away, we give freedom. So you’ll see the gradual building of structured independence in our program, and as we discuss it, it’s very purposeful.”

Supporting Student Development Over Supporting Student Development Over TimeTime

Vertical Scaffolding of Vertical Scaffolding of CurriculumCurriculum

Home-Grown Character Home-Grown Character Development Development Program: Program: KG-PRIDEKG-PRIDE

Increased Student Increased Student IndependenceIndependence

Decreased Rigidity in Decreased Rigidity in Discipline PoliciesDiscipline Policies

Student LeadershipStudent Leadership

Professional Responsibility Among Professional Responsibility Among AdultsAdultsADMINISTRATOR: “I think we’ve done a good job

when a student is not performing, of looking at all angles of the problem - trying to have meetings, trying to give that student extra support, potentially referring them for testing. We’re never quite satisfied because we get to know the students so well and we care so much about them.”

STRUCTURAL FACTORSSTRUCTURAL FACTORS

AdvisoriesAdvisories Learning SpecialistsLearning Specialists Teacher-Designed Teacher-Designed CurriculumCurriculum

INDIVIDUAL CHARACTERISTICSINDIVIDUAL CHARACTERISTICS

Personal Orientations Personal Orientations Toward WorkToward Work Clear Expectations Clear Expectations During HiringDuring Hiring

Internal AccountabilityInternal Accountability

TEACHER: “TEACHER: “I’ve never been observed more by a principal at any other school that I’ve worked at. At other schools, it was maybe a few times a year. Here, it’s at least once a month, or more, that the principal is in there observing and giving you pointers and giving you feedback on what really went well, what can be improved.”

ACCOUNTABILITY TO ADMINISTRATIONACCOUNTABILITY TO ADMINISTRATION

Weekly Lesson PlansWeekly Lesson Plans Informal & Formal Informal & Formal ObservationsObservations Bi-Annual EvaluationsBi-Annual Evaluations

ACCOUNTABILITY TO PEERSACCOUNTABILITY TO PEERS

Peer ObservationsPeer Observations Grade-Level & Department-Grade-Level & Department-Level PlanningLevel Planning Faculty Work RoomsFaculty Work Rooms

Cross-Case AnalysisCross-Case Analysis

Our Common ThemesOur Common Themes Most Track with Prior Research; A Few Most Track with Prior Research; A Few

Don’tDon’t

Effective Schools LiteratureEffective Schools Literature Carter (2000); Edmonds, et al. (1979); Kayes & Maranto Carter (2000); Edmonds, et al. (1979); Kayes & Maranto (2006); (2006);

Lee & Ready (2007); Lightfoot (1983); Purkey & Smith Lee & Ready (2007); Lightfoot (1983); Purkey & Smith (1986)(1986)

Charter School Literature Charter School Literature Filby (2005); Hill & Lake (2006); Lake (2007); National Filby (2005); Hill & Lake (2006); Lake (2007); National Charter School Research Center (2007); Toll (2007); Charter School Research Center (2007); Toll (2007); Zimmer & Buddin (2007)Zimmer & Buddin (2007)

High-Performing Non-Profit Organization High-Performing Non-Profit Organization LiteratureLiterature Applegate (2006); Drucket (1990); Grant & Crutchfield Applegate (2006); Drucket (1990); Grant & Crutchfield (2007); (2007);

Kaplan & Leonard (2005); Porter (1985, 2007); Kaplan & Leonard (2005); Porter (1985, 2007); Tushman & O’Reilley (2007); Wyman (2003)Tushman & O’Reilley (2007); Wyman (2003)

All these schools are…All these schools are…

SmallSmall MatureMature NimbleNimble Filled with adults who Filled with adults who believe in the purpose and believe in the purpose and mission of the schoolmission of the school

Schools of choice and, thus, Schools of choice and, thus, supported by parentssupported by parents

All of these schools All of these schools have…have…

Narrow & clearly articulated Narrow & clearly articulated missionsmissions

Extensive coherence about purpose Extensive coherence about purpose and goals of the organizationand goals of the organization

Purposeful structures and systems Purposeful structures and systems designed to achieve the missiondesigned to achieve the mission

Deeply committed staff Deeply committed staff Waiting lists of students and Waiting lists of students and familiesfamilies

ChallengesChallenges

In In varying ways,varying ways, these these schools work to balance schools work to balance

tensions between…tensions between… Prescribing tight structures for Prescribing tight structures for learning learning andand fostering independent fostering independent learnerslearners

Compensating for what students don’t Compensating for what students don’t have have and and honoring what the students honoring what the students do havedo have

Holding high non-negotiable Holding high non-negotiable expectations (uniformity) expectations (uniformity) andand accommodating individual needs accommodating individual needs (diversity)(diversity)

Demanding extraordinary effort from Demanding extraordinary effort from staff staff andand battlingbattling teacher burn outteacher burn out

Instruction

People & Relationsh

ips

Systems & Structures

Mission & Culture

Mission and CultureMission and Culture

Clarity: The missions are clear Clarity: The missions are clear and consistent within each and consistent within each schoolschool

Resources: Human, financial, Resources: Human, financial, temporal tightly aligned to temporal tightly aligned to missionmission

Values and Assumptions are Values and Assumptions are foundationalfoundational 1) High Expectations1) High Expectations 2) Continuous Improvement2) Continuous Improvement 3) Personal Relationships3) Personal Relationships

School-Wide School-Wide Systems and StructuresSystems and Structures

All five schools operate using All five schools operate using strategic school-wide systems and strategic school-wide systems and structures that have been structures that have been purposefully developed to serve purposefully developed to serve the missionthe mission

Organizations are nimble and Organizations are nimble and sometimes re-adjust systems while sometimes re-adjust systems while keeping the mission the samekeeping the mission the same

Attitude of Attitude of Continuous Improvement…Continuous Improvement…But Always in Service But Always in Service

of Missionof Mission How can we do this better? How can we do this better? Mission doesn’t change but Mission doesn’t change but practices canpractices can

Heavy data use. Frequent, timely, Heavy data use. Frequent, timely, targeted, aligned data analysis to targeted, aligned data analysis to make changes for improvementmake changes for improvement

Accepting of standards, exploring Accepting of standards, exploring college demandscollege demands

Human ResourcesHuman Resources

Enormous work loads are expected; Enormous work loads are expected; need to get the right peopleneed to get the right people

Churn and burn in some schools; Churn and burn in some schools; others worry about retention others worry about retention

Leaders either home-grown or Leaders either home-grown or haven’t changed in over 13 yearshaven’t changed in over 13 years

Some leaders are protectors of Some leaders are protectors of culture and less instructional culture and less instructional leadersleaders

Parents feel like partners; Parents feel like partners; constant communication at all constant communication at all levelslevels

Hiring, Training and Hiring, Training and Retention: Variation Retention: Variation

Across SchoolsAcross Schools All consider hiring importantAll consider hiring important Some look for “good people” to Some look for “good people” to develop into “good teachers”develop into “good teachers”

One school offers incentives and One school offers incentives and has a Teacher Retention Committeehas a Teacher Retention Committee

New staff inculcated into culture New staff inculcated into culture through summer meetingsthrough summer meetings

Some formal mentoringSome formal mentoring

Professional Professional DevelopmentDevelopment

Some PD is in-house - stressing Some PD is in-house - stressing collaboration, common lesson collaboration, common lesson planningplanning

Others encouraged to go outsideOthers encouraged to go outside Most curricula locally writtenMost curricula locally written Formal observations and Formal observations and evaluations vary across schoolsevaluations vary across schools

The Power of The Power of RelationshipsRelationships

Staff responsibility - peer Staff responsibility - peer accountabilityaccountability

Teacher-student relationshipsTeacher-student relationships MATCH Corps student MATCH Corps student relationshipsrelationships

Parental buy-in and involvementParental buy-in and involvement

LeadershipLeadership

Leadership tasks vary across schoolsLeadership tasks vary across schools Varying involvement in classrooms Varying involvement in classrooms Mid-level school or building headsMid-level school or building heads Some schools split management and Some schools split management and instructional rolesinstructional roles

Some more shared than othersSome more shared than others Not always the charismatic leaderNot always the charismatic leader

Instruction: Instruction: Performance and Performance and

AttainmentAttainment All score exceptionally well All score exceptionally well (usually 100% proficiency) on (usually 100% proficiency) on state MCAS exams. Some have state MCAS exams. Some have high proportion of students at high proportion of students at Advanced or Proficient levelsAdvanced or Proficient levels

Quality of Instruction varies Quality of Instruction varies within and across schoolswithin and across schools

Learning the CodeLearning the Code

Taking college to students and Taking college to students and students to collegestudents to college Language - “cum laude” “Greek Language - “cum laude” “Greek System”System”

Role models - MATCH CorpsRole models - MATCH Corps College bannersCollege banners

AttainmentAttainment

Attainment is best defined as Attainment is best defined as the ability to achieve status the ability to achieve status within an established social within an established social hierarchy according to the codes hierarchy according to the codes and structures of that system.and structures of that system.

The three high schools The three high schools startingstarting to push beyond goal of high to push beyond goal of high stakes tests proficiency to stakes tests proficiency to college entrance and successcollege entrance and success

Average 2006 SAT Scores Average 2006 SAT Scores for the High Schoolsfor the High Schools

Reading Writing MathPercent Tested

APR 436 424 451 100%BCCS 470 -- 490 100%MATCH 420 430 490 100%Boston 434 431 451 61%Massachusetts 513 510 524 79%USA 503 497 518 41%

Balancing Fundamental Balancing Fundamental Tensions: Schools VaryTensions: Schools Vary

Degree of agency given to learnerDegree of agency given to learner High non-negotiable expectationsHigh non-negotiable expectations Hire or develop good teachers? Hire or develop good teachers? Value continuous improvement for Value continuous improvement for students and for the organization: students and for the organization: How can you/we do better? How can you/we do better?

What is a reasonable target? MCAS What is a reasonable target? MCAS or something else?or something else?

Questions?Questions?

Thank you.Thank you.