KENNETH ZEFF Candidate Dossier

Presented by: Jim Huge and Associates

Contents

Candidate Summary ......................................................................................... Section 1

Cover Letter ..................................................................................................... Section 2

Candidate Resume ........................................................................................... Section 3

Candidate Questionnaire ................................................................................. Section 4

Additional Information .................................................................................... Section 5

Notes ............................................................................................................... Section 6

Candidate Summary

KENNETH R. ZEFF � Visionary with demonstrated urgency for improvement for all students � Able to attract talent and build successful teams � Record of success taking meaningful change initiatives to scale � Systems thinker with demonstrated ability to implement � Great communicator and relator

Current situation:

Interim Superintendent (2015 - Present) Fulton County Schools, Atlanta, GA

Past leadership positions: Chief Strategy and Innovation Officer (2012 – 2015) Fulton County Schools Chief Operating Officer (2009 – 2012) Green Dot Public Schools Chief Operating Officer (2007 – 2009) Inner City Education Foundation Schools Senior Consultant for Policy Development, Office of the Secretary U.S. Department of Education (2006 – 2007) Special Assistant to Deputy Superintendent San Diego City Schools (2003 - 2005) Project Manager Deloitte Consulting (1994 – 2003)

Highest degree attained:

MBA University of Pennsylvania

Evidence of MNPS Leadership Profile COMMUNITY-BUILDING AND VISION-CASTING CAPACITY • Drove decentralization vision by

supporting new School Governance Councils.

ORGANIZATIONAL/CULTURE CHANGE EXPERTISE • Systematically built response to schools

into culture of central office • Decentralized significant budget authority

and directed it to schools. INNOVATIVE APPROACHES TO TALENT AND TURNAROUND • Created strategic staffing incentive for

highly effective teachers to move to neediest schools.

EXPERTISE WITH SIMILAR STUDENT POPULATIONS • Fulton County, San Diego

DISTRICT COMPARISON (most recent available data) District Fulton County, GA San Diego, CA

Enrollment 95,232 130,303 # Schools 101 225 % Charter Schools 8.0% 21.3% % Econ. Disadvantaged 58.8% % Minority 71% 76.9% % ELL 5.6% 26.0% % SPED 10.3% 10.8% Pupil-Teacher Ratio 15.05 23.8 Total Budget ($M) $1,135 $1,309.80 Per-Pupil Expenditure $10,511 $10,904

Cover Letter

April 24, 2016

Metropolitan Nashville Board of Education 2601 Bransford Avenue Nashville, TN 37204 Members of the Board of Education:

I am writing this letter to express my interest in the role of Director of Schools for MNPS. I believe I am the right candidate at the right time to join with parents, teachers, and all other community stakeholders to be a force for change in public education in Nashville. The thoroughness of the Search Advisory Committee’s assessment speaks to the incredible commitment in every part of the City. After reading their detailed analysis, I feel compelled to submit my attached application and resume.

There is no greater cause than changing the trajectory of a child’s life through high quality public education. This opportunity has motivated me as I have taken progressively challenging roles in dynamic organizations.

The breadth of my leadership experience is excellent preparation for the varied demands in public education today. I have seen public education from the vantage point of Federal policymaking and I have also been on the ground floor, building high performing schools in South Central Los Angeles.

Currently I serve the 96,000 students of Fulton County Schools (over 80 miles in metro Atlanta). I have been responsible for building the structures and processes to implement our Board and community’s highly successful vision for a decentralized model, known as the “charter system” of schools. This organizational and culture change has taken root in every corner of the district. Simultaneously, we have built an Achievement Zone to turnaround our lowest performing cluster of schools. Over the past four years we have seen tremendous growth in Fulton County and we now have the highest district graduation rate in the metro area (over 85%).

Previously I was a senior executive in one of the nation’s high performing charter management organizations, Green Dot Public Schools. Green Dot is uniquely focused on the turnaround of failed district schools through hard work, high expectations, and community engagement.

My career in public education has spanned charter networks, policy work at the Federal level, and two traditional districts. I believe these set of experiences have prepared me to continue to take on increasingly complex challenges in large urban environments. Thank you for reviewing my candidacy. I look forward to the opportunity to share my technical expertise in community and vision building, organizational and change management and innovative approaches to talent and school turnaround.

Sincerely,

Kenneth Zeff

Kenneth Zeff

Candidate Resume

KENNETH R. ZEFF

PROFESSIONAL EXPERIENCE FULTON COUNTY SCHOOLS Atlanta, GA Superintendent (Interim) June, 2015 – Present Chief executive responsible for supporting the implementation of the Board of Education and Superintendent’s strategy for the 96,000 students in Fulton County, Georgia (Metro Atlanta). Fulton County has approx. 13,000 employees and a $1.2 b annual budget. District graduation rate has improved from 70% to 85% over the past four years, with similar gains across every subgroup. Advanced Placement participation and pass rate have grown by 50% over same time period. Accomplishments

• Academic Achievement o Led aggressive personalized learning device rollout. To date over 20,000 of the

scheduled 65,000 devices have been distributed to students on schedule and on budget.

o Supported development of Achievement Zone strategies for lowest performing schools. Led to double digit growth in graduation rate in this underserved area.

• Operational Success o Opened schools smoothly through detailed project management and

communication. o Capital Planning - Oversaw development of five year capital plan a year ahead of

schedule. Sales tax referendum of $1billion will be before voters in May, 2016. • Financial Management

o District financial status has been upgraded to Aaa grade from investment community.

o Strong financial reserves have been the hallmark of our award winning Finance team.

Chief Strategy and Innovation Officer August, 2012 – June, 2015 Key responsibility was overseeing implementation of the district strategic plan and designing the transformation of the organization to district “Charter System”. District theory of action is to allow schools to become as unique as the diverse areas we serve. FCS has received national recognition for successfully becoming the largest Charter System in the country. All 100 FCS schools have received charter-like freedom and flexibility in a process designed and executed by the Strategy and Innovation office. Accomplishments

• Designed and oversaw implementation of charter system transition o “No empty seats” in every school throughout county. o 830 parents and teachers competed for 450 governance council seats in total. o 930 parents, teachers, school employees, community members, principals and

students serve on School Governance Councils. • Oversee management of Strategic Plan 2017 and executed disciplined management process

o Developed process to oversee implementation of 17 key district initiatives. o Integrated department goals and strategic priorities into budget development process

• Partnered with Fulton Education Foundation

KENNETH R. ZEFF

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o Built and launched Seed Fund to turbo charge school based innovation. Distributed over $8 million through rigorous, inclusive process.

o Continue to support world class recognition events to celebrate District excellence. • Repositioned start-up charter office to better support District strategy

o Led repurposing of unused District facility to operate a high performing charter school through a public Request for Proposal (Latin Academies).

o Successfully closed two poorly managed charter operators while minimizing disruption to students and community member.

o Expanded choice options to parents by overseeing the creation of a partnership with Junior Achievement to create a magnet program at Banneker HS.

o Serve as the Lt Governor’s appointee to the Georgia Charter Advisory Commission. • Redesigned Accountability office to better meet the needs of schools and teachers

o Oversaw successful AdvancEd reaccreditation requiring extensive preparation and mobilization of District resources.

o Redesigned policy review process to more efficiently engage Board of Education is four year policy review cycle.

o Created a program evaluation office managed by experienced researcher that has already generated high quality program evaluation.

• Developed strategic grant writing and development function that more than doubled in two years to over $10 million in FY14

o Diversify sources of funding with strong increases in support from private foundations and nonprofit partners (more than $2m increase).

o Launched Grant Champions program that has the active participation of 40 schools resulting in over 75 school based grants this year.

• Created a Teacher Leadership Forum (approx. 130 teachers) to develop a plan for strategic compensation reform. Successfully launched Strategic Staffing to provide an opportunity for high quality teachers to serve our most needy students.

GREEN DOT PUBLIC SCHOOLS Los Angeles, CA Chief Operating Officer 2009 – July, 2012 Senior executive at a high-performing charter management organization serving 10,500 secondary school students in Los Angeles and New York in 19 open enrollment public charter schools (93% low-income and 99% non-white). 9 out of 10 Green Dot graduates fulfill California’s rigorous A-G curriculum compared to 3 out of 10 graduates at Los Angeles Unified. The majority of Green Dot’s independent high schools are in the top 6% of public high schools in the nation, according to US News and World Report. Green Dot is also focused on the turnaround of chronically failing schools in some of the most neglected neighborhoods in the country. Accomplishments

� Managed human resources, budget, information technology, facilities, real estate, procurement, food services, transportation, security and knowledge management. Operations staff has grown 5% over two years vs. 40% growth in student enrollment.

� Decreased per student cost associated with operations from $381 to $272 in two years through standardization, performance management, and technological investments.

� Implemented performance management system and service level agreements for key operating departments. Over 95% of human resources, knowledge management, and facilities workorders are now completed on time. Principal satisfaction with central office operations functions is significantly higher based on annual survey results.

� Developed a procurement department which has saved the organization over $1 million by rationalizing spending and negotiating with key vendors.

KENNETH R. ZEFF

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� Managed the legal strategy, District contract negotiations, and all operational components of the Green Dot takeover of the lowest performing high school and middle school in Los Angeles Unified School District.

� Created a vision for the IT Department that has led to clearer division of roles and responsibilities, creation of program management office, and improved operating performance as measured by work order completion rate and application development.

INNER CITY EDUCATION FOUNDATION SCHOOLS (ICEF) Los Angeles, CA Chief Operating Officer 2007 – 2009 ICEF is an award-winning charter management organization serving over 4,000 students in 15 open enrollment elementary and secondary schools in South Los Angeles with a $40 million operating budget and 550 employees. 50% of students are low-income and 95% are non-white. More than 70% of ICEF’s African-American elementary students scored advanced or proficient compared to 43% of African-American students statewide. ICEF has a 95% graduation rate and more than 85% of ICEF’s graduates have been admitted to four-year colleges.

� Redesigned organizational structure to enable fast growth in student enrollment while maintaining quality and focus on student achievement.

� Developed operational dashboards, system-wide processes and policies, and personnel evaluation systems.

� Oversaw opening of 10 schools. Managed $50 million in real estate projects. U.S. DEPARTMENT OF EDUCATION Washington, DC Senior Consultant for Policy Development, Office of the Secretary 2006 – 2007

� Developed and implemented process to engage Department leaders in crafting a comprehensive set of policies to be incorporated into the reauthorization of No Child Left Behind (NCLB).

� Drafted initial policy positions. Presented recommendations to the Secretary. SAN DIEGO CITY SCHOOLS San Diego, CA Special Assistant to the Deputy Superintendent 2003 – 2005

� Supported the Superintendent and Deputy Superintendent through project management, communications support, and drafting and reviewing key policy initiatives.

� Created strategic plan for district-wide universal pre-school to create seats for 3,400 underserved four-year olds. Served as Executive Director of the Campaign for Universal Preschool, which succeeded in increasing preschool seats by 20%.

� Worked with community leaders, such as the local Head Start grantee, to accommodate expansion in the preschool program by bringing additional wraparound services to campuses in exchange for free facilities. This led to an increase in hours of care for the neediest preschoolers by almost 50%.

DELOITTE CONSULTING Chicago, IL Project Manager 1994- 2003 Led process redesign, strategic planning, and financial management initiatives as a management consultant for one of the world’s leading client service firms.

� Improved Operations - Reviewed operations of a regional grocery chain’s 220 stores. Developed performance improvement and cost reduction initiatives reducing the

KENNETH R. ZEFF

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grocer’s average customer transaction cost while maintaining or improving customer service. After full implementation, annual savings were estimated to be $20 million.

� Streamlined Procurement - Managed the sourcing of one of the nation’s largest office supplies accounts at a financial services company with over $300 billion in assets. Led cross-functional client team (20+ team members) in the creation of a comprehensive office supply procurement strategy, including cash flow analysis and process improvement opportunities. Identified over $10 million in savings for a $60 million product category.

� Took one-year sabbatical in 1996-97 to lead project to teach computer literacy to unemployed adults in the inner city of Seattle. This AmeriCorps*VISTA project was named most significant contribution in VISTA’s Northwest region.

SELECTED PROFESSIONAL SERVICE

� Governor Deal’s Education Reform Commission Appointee, Member (2015) � Georgia State Board Advisory Commission, Commissioner (2013- present) � Leadership Atlanta, Class of 2015 � Frequent presenter/panelist on success of FCS’s charter system transition (2012- present) � Charter System Foundation Board Member (2013- present) � National and Georgia School Board Association Annual Conference (Presenter, 2012-15) � Pacific Charter School Development, Board Member (2011 - 2012) � The Broad Center, Board Member (2011 - 2013) � Promise Neighborhood Planning Grants, US Dept. of Education, Peer Reviewer (2010) � White House Conference on the American Competitiveness Initiative: Challenges and

Opportunities for Hispanic-Serving Institutions, US Dept. of Education, Panelist (2007) EDUCATION & FELLOWSHIPS Broad Fellow 2005 & 2011 The Broad Fellowship for Education Leaders Los Angeles, CA The Broad Residency in Urban Education San Diego, CA White House Fellow 2005-06 Executive Office of the President, Office of Management and Budget Washington, DC Master of Business Administration 1999 Wharton School of Business at the University of Pennsylvania Philadelphia, PA

• Founded internship fund for students working with non-profit organizations. • Earned Deans' Award for Excellence in Community Service.

Bachelor of Arts, Economics and Political Science 1994 University of Michigan Ann Arbor, MI

• Graduated with academic and leadership honors.

Candidate Questionnaire

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Candidate Questionnaire

Question 1: Please describe your capabilities and track record in each of the four core areas.

(a) Community building and vision-casting capacity:

A high functioning school system can create schools that are the thriving centers of communities. My vision of educational excellence begins with a highly effective teacher in every classroom who feels supported to give their all every day for their students, and then come back the next day and do it again. I firmly believe that the vision has to be held throughout the community, not driven by the central office. Large systems are too diverse to be overly managed from a central office that is far away (figuratively and literally) from each unique school community. An overly centralized bureaucracy has the unfortunate habit of de-motivating our professional educators and support staff. A decentralized model unleashes the educational excellence and drive that lies in the hearts of so many educators. This vision, which we call the “charter system” in Fulton County is really about building local ownership. While our elected School Board owns this vision, I have a clear record of working collaboratively with the Board to ensure this vision is a reality in Fulton County. This broad vision of decentralization became our “North Star”, but to ensure this approach existed in every level of the organization, I led the creation of key school-based structures called School Governance Councils. These local bodies play a pivotal role in exercising authority and autonomy at the school level. As direct representatives of their community, the School Governance Councils identify the opportunities to address the challenges and needs of their school. Each school’s Council is composed of a representative mix of elected and appointed members. Several activities ensured that these community councils were strong advocates for their schools:

• Providing an in-depth orientation for the principals to prepare them to transition to the new governance/management model;

• Providing resources to support the election process (e.g., voter guides) and managing the online elections of the parent and teacher Council members – and runoff elections, as needed;

• Developing and conducting training for all members,

• Providing executive coaching to all principals;

• Certifying Councils based on completion of the training; and

• Developing extensive resources to support the Council’s ongoing work – for example, sample meeting agendas, school strategic planning resources, materials to help members understand school budgets, etc. These resources are all readily accessible on the district website.

Every open position had at least one candidate, and most had multiple candidates. Today, almost 1,000 parents, teachers and community members serve on Councils, reflecting a groundswell of support for this new opportunity to have a significant voice in school-level decision-making. This was an important milestone for the transition. Conventional wisdom was that parents in low income communities often don’t engage in leadership roles at their local schools. I saw first-hand that when parents were given an authentic leadership role, they will get involved. A clear, compelling vision will motivate a community to action. This innovative approach to teacher, parent, and community member engagement has created the conditions for success in every corner of this district. I have spoken often about this vision not just within the metro area, but at national gatherings. In fact, the Lt Governor of Georgia awarded us the first ‘Charter System of the Year’ award for developing a vision that engaged the entire community of Fulton County and became a model for the State.

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(b) Organizational/culture change expertise:

“Culture eats strategy for breakfast.” (Peter Drucker) Without a culture that expects and demands high levels of performance and a relentless focus on student achievement, the most well-researched, evidenced, strategic plan will not succeed. Every time. This has been the core of my work first as Chief Strategy Officer of Fulton County Schools and then as Superintendent. We have a theory of action. The Board approved this theory in an open meeting and it is documented on our website for everyone to see:

Fulton County's Theory of Action is that increased local school decision-making promotes the creation of new ideas and culture that can achieve the District's mission. We fully believe in a system where schools take more ownership of decision-making and assume appropriate levels of accountability for results.

Before you build a culture, you must define it. Our leadership team understands that our culture must support this Theory of Action and that the role of the central office is to “get to yes” when it comes to school level requests. This was a challenge, because it can be difficult for bureaucracies to surrender authority, so I led a systematic approach to build our culture into that is responsive to needs of our schools. I coordinated an intentional strategy to buildout this desired culture:

1) Speak about culture at every opportunity, in person and through district communication vehicles. I kept an aggressive schedule of conducting town hall meetings with teachers and staff at each of our schools over the course of the school year.

2) Build structures to make it happen. Budget is a key lever. We moved millions of dollars of central office controlled funds into school budgets. We ensured schools had maximum flexibility to use those funds to address the issues in their school-level strategic plan.

3) Empower the change agents. To encourage our school leaders to take advantage of this new culture, we created a series of “quick wins” to sustain their motivation and energy, such as the Seed Fund.

As we stood up School Governance Councils for each of our 101 schools, we wanted to ensure they had an incentive to think boldly and creatively about how to solve their unique challenges. To encourage that creativity, we created a Seed Fund to spark innovative investments at the school level and to put the principles of local autonomy into action. Now School Governance Councils submit grant proposals to get new ideas off the ground. The Seed Fund has been a game changer for local governance. About $15 million has been distributed to schools to aid the implementation of School Governance plans. With money on the table, School Governance Councils are able to realize their strategic visions and have a real impact on student outcomes. I believe my systematic approach to changing the organization’s culture has been a key driver of our success over the past four years.

(c) Innovative approaches to talent and turnaround:

Recruiting, retaining and promoting talent is the single most impactful lever to improve outcomes for kids. Some key talents strategies that I have overseen and/or directed: Strategic Staffing At the district level, we are taking advantage of charter system waivers to implement new talent and instructional initiatives. For example, two years ago I created the Strategic Staffing initiative that aims to ensure that the most effective teachers are working in hard to staff, high-needs schools. This selective

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program is designed to provide significant financial incentives to interested highly effective teachers to transfer to schools where they are needed most. Teachers who are selected for a strategic staffing opening will teach at the priority school for two years, and will earn an additional $20,000 over those two years. The majority of resources for this program were privately raised. Teacher Induction Planning The innovative TIP (Teacher Induction Planning) new teacher induction program provides critical first-year fundamental skills that will lead to increased student achievement and longer-term retention of highest performing teachers, especially in areas of highest student need. Every new teacher hire has an Induction Advisor, Induction Administrator, and Virtual Coach who make up the Induction Support Team. Members of the Induction Support Team serve as touch-points and coordinate induction activities (both face-to-face and virtual) that ensure new teacher hires receive the support and direction needed at key points during the school year.

Teachers have really responded to TIP - 84% agree that TIP has improved their practice and 86% agree their school has given them support they need to have a strong first semester Central Office Leadership A world class senior leadership team is imperative for any large, diverse organization. I have had great success in attracting both local and national talent to my teams because I have demonstrated a commitment to team members’ development and support. Leaders follow leaders that set clear, measurable goals and then provide the resources for them to be successful. Right before I was appointed to the Superintendency, almost half of the cabinet had left to pursue other opportunities. I identified and promoted a high achieving Area Superintendent to be Chief Academic Officer. However, in the case of replacing my CFO, I was able to find a high performing candidate at another leading system in Georgia and recruit him to join my team. A major foundation partnered with me to lead a national search to recruit my director of strategic planning. Each situation requires a unique solution, but the strategy is always the same – clearly define the vision, and then find the most qualified candidate who shares the passion of the team. Turnaround strategy In Fulton County, although we have had tremendous success in raising results for students, we have one feeder pattern of schools that has historically underperformed for students. We created a separate vehicle called the Achievement Zone to develop and implement a “tight” set of strategies around that District model. Immediate strategies implemented for the 2015-2016 school year to support schools in creating a culture of high expectations; recruiting, developing, and retaining high quality staff; and providing high quality learning and teaching for students include:

• The Junior Achievement-Magnet Business Academy (JA-MBA) at the High School level • Expansion of AVID (Advancement Via Individual Determination) • Strategically staffing high performing teachers • Recruitment incentives for new staff to Achievement Zone schools • Teach for America K-3 literacy grant • 8th and 9th grade academies • Extensive professional development for staff • District Readiness Assessment and strategic planning for school turnaround

Additionally, I was very involved in statewide politics and policymaking. I was appointed to serve on the Governor’s Education Reform Commission. The Commission brought together about 30 educators, legislators, and leaders from a variety of disciplines to provide recommendations intended to improve Georgia’s educational system, increase access to early learning programs, recruit and retain high-quality instructors and expand school options for Georgia’s families. I was one of four Superintendents on the

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Commission and we are able to collectively create a bold package of statewide reforms that the Governor will introduce in the next legislative session.

(d) Expertise with similar student populations:

Education can be the great equalizer to overcome institutional and historical disadvantages. I have spent a good portion of my career working in some of the most challenged neighborhoods in the United States. Fulton County Schools has broad swaths of exceptionally challenged students. In the South Metro Atlanta area, our student population approaches 100% free and reduced lunch. Although Fulton County has communities that are historically severely underserved, I believe as a system we have made good progress at turning around those schools while still ensuring the more affluent areas of the County are well-served. In fact, half of the top 10 high schools in the entire state of Georgia are in the North part of our system.

Diversity of all types runs deeply throughout a large system like Fulton – one school has 41 home languages, some schools organize around Friday night football, some schools cater to a specific immigrant population, and some schools have a little bit of all these examples and many more shades of diversity. Our thoughtful approach to decentralization allows all schools to grow and find their identity, without trying to impose a one-size-fits-all approach.

At other points in my career, I have worked more directly with entire populations in historically underserved neighborhoods. Before moving to Atlanta, I was the Chief Operating Officer of Green Dot Public Schools, a charter management organization that serves over 10,000 students in Watts, Inglewood, and areas commonly referred to as South Central Los Angeles.

Unfortunately, the community of South Central Los Angeles is not unique in its deprivation of meaningful opportunities for students and families. Generational poverty cannot be erased with quick win solutions. Challenges were not created over night, they cannot be solved overnight. What had been historically a largely African-American community has been rapidly displaced by growing immigrant populations, which are largely Hispanic. This demographic change required a different set of interventions, specifically around English Language Learner strategies. In my career, I have seen a lot of success through strategies to quickly integrate students into the traditional classroom environment while layering additional supports through technology, culturally sensitive staff, and opportunities to engage the whole family. In all cases, recruiting and retaining exceptional educators is the foundation of any reform. As these educators and staff build meaningful relationships with students, engagement increases and dropout rates tumble.

Question 2: Provide two concrete examples, with supporting data, of efforts you were involved in that resulted in improved student achievement.

1. Districtwide student growth through implementation of the Charter System

I am tremendously proud of the impact I have been able to have in Fulton County Schools. I am leading a system that has seen growth in graduation rate of over 15 points over the past five years (70% to 85.3%). In a system the size of Fulton County, there are a variety of factors that come together to create positive outcomes for children. First and foremost, a culture needs to be built with structures and supports to create high expectations throughout the District. In Fulton County, I have led the implementation of the charter system By providing our school leaders and Governance Council members with the freedom and flexibility to develop solutions to meet the unique needs of the students they serve, rather than a one size fits all approach across the district, schools are better equipped to meet the individual learning needs of their students. According to a recent Georgia Department of Education report on the Class of 2014, Fulton

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County Schools has the highest graduation rate – and the highest rate of graduation growth – among the large metro Atlanta school systems. The Fulton 2015 graduation rate is 85.3% – a 6.6 percentage point increase over the 2014 rate of 78.7%. The Class of 2015 data also shows that 16 Fulton high schools demonstrated increases from the previous year. Fulton also has increased its growth margin for all student subgroups over the past four years. Since 2011, the graduation rate has increased 15.2 percentage points for economically disadvantaged students; 29.9 percentage points for English language learners; 24.9 percentage points for students with disabilities; 9.7 percentage points for Asian students; 19.9 percentage points for Black students; 18.5 percentage points for Hispanic students; 7.3 percentage points for White students; and 24.6 percentage points for Multiracial students. The charter system transition has been at the center of this rapid growth in achievement. Schools pursued a variety of different strategies to illicit these types of gains. Some used this flexibility to create additional professional development days to improve practice and build professional learning communities. Others added SAT prep classes or experimented with alternative discipline models. Two schools rebuilt their media centers as learning commons to build collaborative learning environments. The common theme of the 108 separate flexibilities that were implemented across the District is local ownership. Our schools own what happens in their buildings and receive the supports from the central office that are required to implement their specific strategic plan. Robert Avossa, superintendent of Palm Beach Schools, was our Superintendent that oversaw the launch of the work.

Robert Avossa, Superintendent

School District of Palm Beach County, FL

2. Implementation of an innovative magnet program through a partnership with Junior Achievement

At the school level, I have built an innovative partnership with a local non-profit and implemented an ambitious magnet program to turnaround our lowest performing high school. That program is called the Jr Achievement Magnet Business Academy (JA-MBA). JA-MBA is a partnership that provides students the opportunity to participate in hands-on, full immersion learning with a business and entrepreneurial focus. It is only the second program of its kind in the United States.

The JA Academy/JA-MBA rethinks traditional education to make it more relevant, experiential and authentically connected to the complexities of the real world. It moves past theory to bring meaning to academics and enrich the learning experience.

1. Integrated Curriculum - Removes the silos of traditional education to bring relevance and application to every subject.

2. Authentic connection to business community - Infuses professional concepts and expertise into everyday learning.

3. Blended Career Ready and Work Ready Focus - Provides students with the knowledge and motivation to pursue post-secondary education and enter the workforce with the skills and capacity to navigate a thriving career.

The results in the first year have been dramatic (2015-16). Attendance has improved. Previously 33% of students absent at this High School were absent 5 or more days. Now, only 8% of JA-MBA students are absent 5 or more days. In addition, our interim assessments have all pointed to increased learning and mastery in this first semester. Several districts from around the Country have toured this innovative model over the course of these last few months.

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Jack Harris, executive director of Junior Achievement Georgia, was our partner in this work and can speak to our progress to date. They are currently working to expand this program throughout Georgia and nationwide.

Jack Harris President & CEO

Junior Achievement of Georgia

Question 3: Why are you uniquely qualified to serve as Nashville’s next Director of Schools? What do you bring to the table others might not offer?

After carefully reviewing the in-depth analysis of the current environment in Nashville from host of civic leaders, I am convinced that my set of experiences is ideal for the opportunity to be a force for change for the students of Nashville. In many ways, though I am a sitting Superintendent of one of the largest districts in region, I am a non-traditional candidate. I have worked in business for a decade helping to turn around troubled companies for one of the largest consulting companies in the world.

About a decade ago, it become clear to me that my work lacked the meaning to make it my life’s ambition. I have since had the opportunity to work in large districts (San Diego City Schools, Fulton County Schools) the White House and US Department of Education, and a leading national charter management organization (Green Dot Public Schools). I believe this diverse set of experiences allows me to credibly build relationships because I see the system implications of reform.

I have had the opportunity to lead whole system reform through many lenses. As an award-winning charter operator focused primarily on school turnarounds, I understand the importance of building level cultural work along with necessary central office supports. I have deep policy making experience at the Federal level which will be vital as we move into a new generation of Federal accountability under ESSA. Finally, I am the current leader of a diverse, high performing system that has developed many successful approaches to some of the similar challenges in NMPS today. I am eager to engage in this work to support the growing momentum for a brighter future throughout Nashville.

I bring with me a substantial track record of success. The core of my success as a leader has been focused on my leadership style that is transparent, visible, and empathic. My career has been spent at high-functioning organizations that have pursued ambitious strategies to benefit children. At the same time, I believe that the answer does not lie in the central office and a top down approach. I believe deeply that the future of educational progress in Nashville is located in each school throughout the city. My job, as the next Director of Schools, is to encourage and support existing talent along with the broader community to improve the lives of the residents of the city of Nashville.

Additional Information

Edition: US ��������

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