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Outsiders At 125 S. Clark Street.
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2ND QUARTER 2009 | |
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IDENTIFYING, PREPARING, AND SUPPORTING SUCCESSFUL LEADERS OF PUBLIC SCHOOL SYSTEMS
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Message from The Broad Center's Executive Director:
Every spring, students across the country graduate from our nation's high schools. It is a time to celebrate accomplishments and look forward to future endeavors. Unfortunately, far too many young people do not take part in this important event. Current graduation rates in many large urban school systems are as low as 50 percent. Over one million students drop out of high school each year. And many students who do cross the graduation stage are still unprepared for college, work, and productive citizenship. Two years ago, these alarming statistics compelled 27 talented leaders and managers from the private sector to change careers and join the movement to dramatically change these outcomes for students. This spring, these 27 individuals graduate from The Broad Residency in Urban Education, a leadership development program that places participants into paid managerial positions at the top levels of urban school districts and charter management organizations across the nation. In this issue of Education Quarterly (EQ), you can read about their work over the past two years and what lies ahead as they continue their careers in urban education. You can also read about what Broad Residents and alumni are doing to increase graduation rates for high school students and better prepare them to enter college or the workforce. If you are interested in learning more about the current crisis in urban education, please visit our website for more information. If you are interested in being a part of the solution, please consider applying to become a Broad Resident. Back to Top  |
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Residents in Graduating Class of 2007-2009 Made Significant Accomplishments; Will Continue Careers in Urban Education 
Last month, a group of educational leaders gathered in Washington, DC and shared presentations on reform initiatives including redesigning high school systems, overhauling magnet programs, improving teacher recruitment, implementing performance management systems, developing dropout prevention programs, and instituting new school district budget planning processes. Given the depth and breadth of their knowledge and the results already achieved, it may be hard to believe that just two years ago, the majority of this group of educational leaders, also known as The Broad Residency Class of 2007-2009, were actually working in the private sector at firms including Bank of America, the Hershey Company, Microsoft Inc., the Walt Disney Company, and Deloitte Consulting. Through their participation in The Broad Residency program, they have gained expertise in the field of public education, accomplished significant results, and built a lasting network of colleagues and friends. All 27 graduates of the Class of 2007-2009 will continue their careers in urban education upon completion of the two-year program. The graduating class of Broad Residents includes 17 people working in nine urban school districts (Boston; Charlotte; Chicago; Duval County, Fla.; Long Beach, Calif.; New York City; Pittsburgh; Portland, Ore.; and Prince George's County, Md.) and 10 people working in eight charter management organizations (Alliance for College-Ready Public Schools, Aspire Public Schools, Green Dot Public Schools, Knowledge is Power Program — KIPP, Partnership to Uplift Communities, Uncommon Schools, Victory Schools, and White Hat Management). The following are just a few examples of the impressive contributions and impact that Broad Residents in the Class of 2007-2009 have made in their organizations: Aarti Dhupelia, Chicago Public Schools, led the effort to develop a new 5-7 year strategy for Career & Technical Educationfor the district with the goals of providing more viable pathways to college and careers for Chicago Public Schools students and building a stronger pipeline into the city's workforce. Carrie McPherson Douglass, Aspire Public Schools, built a Human Resources team from the ground up that now manages human capital needsand has the highest customer service results for the entire organization. She led the development and implementation of an HRIS system, a self-service portal for employees and managers, an online recruiting system, and is implementing an online time and attendance system. Devy Schonfeld, Alliance for College-Ready Public Schools, established several business processes that were required to enable her organization's Home Office to deliver quality services to their schools(i.e. developing a Plant Manager training program and creating a ticket-system to deliver timely and quality ongoing maintenance services for schools) and to support quality growth as they expanded from eight to fifteen schools with plans to open five more schools next year (i.e. assessing the Los Angeles real-estate market for quality facilities options). Don Mitchell, Prince George's County Public Schools, Md., served as the program manager for implementing a $6M system-wide Performance Management systemto allow the nation's 18th largest district to continuously assess and improve performance and contribution to the goal of student achievement. Peter Cordero, PUC Schools, led the effort to develop and implement a new comprehensive teacher evaluation systemdesigned to focus on providing clear expectations, frequent check-ins to discuss progress and provide feedback on strengths and areas of opportunity, and provide aligned professional development and training that allows for the development of both strengths and gaps. The Broad Center congratulates the graduates of the Class of 2007-2009 and looks forward to seeing their impact on public urban education grow as they continue to identify, catalyze and lead the transformation required to ensure that every American child receives a world-class education. Back to Top |
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Broad Resident and Alumnus Lead Major Efforts to Graduate More Students Prepared to Tackle College and Future Careers Like many businesses across the country, public school systems are feeling the financial strain from the nation's economic downturn. California and Pennsylvania were not spared from the recession's effects, but education leaders there are not letting that get in the way of bold efforts to improve the number of college-ready graduates. 
Preparing Students for College and the Workforce in Long Beach
"Simply graduating students from high school is not a measure of
success. We're taking on the responsibility on behalf of our students'
families to help prepare kids with the skills they need in college and
work in a globalized economy."
- Broad Residency Alumnus Robert Tagorda Partnerships with Local Colleges and Universities
"Part of my role in leading the initiative is to identify significant investments that could lead to the greatest gains in academic success," Tagorda said. Broad Residency Alumnus Robert Tagorda's Background and Approach
His long but rewarding work days include different challenges and opportunities to keep important projects on track. Whether it's helping engage board members and union representatives or tackling crisis media issues, every project Tagorda manages is driven by one central priority—student performance. "Tagorda gets it. He knows what's most important—the achievement of all students," Long Beach USD Superintendent Christopher Steinhauser said. "He understands how to organize staff and motivate students to produce superior gains. Even during these challenging times, he allows nothing — not the economy, the state budget crisis, the swine flu or other tough challenges — to deter him. His calm, tenacious, timely actions day after day move our students closer to the goal." Pittsburgh Promise Guarantees up to $40,000 in Scholarships
"If a family is moving to the area, $40,000 on the table for their child's education is a strong incentive to consider," said Eddy Jones, a PPS graduate and Broad Resident leading the bold effort for the school district. "What a privilege it is to work on something that has the potential
to have a transformative impact — to revitalize, not just schools, but
the workforce and entire Pittsburgh community."
- Broad Resident Eddy Jones Broad Resident Eddy Jones Leverages Private Sector Skills to Launch Initiative
His daily work helps drive PPS' higher academic standards and other programs intended to prepare students for college and the increasing number of jobs in and outside of Pittsburgh that require a degree in higher education. "The scholarship program eliminated money as an obstacle for kids to go off to higher education, but also has been an inspiration to raise expectations for the entire school system, for ourselves, and for our students' performance," Superintendent Mark Roosevelt said. Already PPS' academic rate of progress on state exams exceeds the state's rate in nearly every area while the achievement gap continues to narrow — indicators of an unstoppable trend to help every student earn their high school and college diploma. "It's been a tremendous early success, and Eddy's work ethic and personal commitment to develop a system for this idea and reach kids who may not otherwise have gone off to college is incredible," Superintendent Roosevelt said. Back to Top |
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Broad Residents on the Move
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Find Us on the Web In addition to our website (www.broadresidency.org), The Broad Residency has a presence on Facebook and LinkedIn. Connect with us to join our network, learn about upcoming events, and stay informed about education reform. Back to Top |
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Joseph Ferguson
Matthew Hill
Carmita P. Vaughan
Kathleen Weaver Hytros
Digg
Del.icio.us
MailAlways screwing up.
The Career Academy plan is not original, it is only a reshuffling of the deck and federal resources; might even be bordering on misallocation of federal grant money.
That is what happens when you get non-educators and non-subject matter people running programs and departments.
In the end the students are hurt and when you are a non-educator there is no understanding of the harm to a child when there is a disruption in their safety net and learning environment.
It sometimes can never be fixed.
One child harmed is too many.
we did this before: creating career academies.
Memorandum
Date: April 23, 2009
To: High School Principals
Cc: Ron Huberman
Dr. Barbara Eason-Watkins
High School Area Instruction Officers
Military Area Officer
Melissa Megliola-Zaikos
Alan Anderson
Bernard McCune
Aarti Dhupelia
Office of High Schools and High School Programs Staff
From: David G. Gilligan
Subject: Career and Technical Education Retooling
___________________________________________________________________________________________
The Office of High Schools and High School Programs’ Department of College and Career Preparation (DCCP) is excited to announce a retooled strategy for Career and Technical Education (CTE) that will enhance our ability to provide CPS students with viable pathways to college and careers.
Strategy Overview
• Building Career Academies: Starting with the 2009-2010 school year, we will begin a 5-7 year effort toward developing a system of ~ 80 high-quality, ‘destination point’ Career Academies across the district, with the expectation of housing these academies across 30-40 schools over the long-term. These academies will:
o Provide CTE training in high-priority industry areas based on local labor market needs (e.g., Health Science, Information Technology, etc.)
o In most cases, offer multiple programs within a career cluster (e.g., a Construction Academy might contain Architectural Drafting, Carpentry, Plumbing, and Electricity)
o Be well-distributed geographically across CPS high schools
o In many cases, be expansions of strong, existing CTE programs within our schools.
We anticipate development of ~15 academies across ~5 schools each year over the next 4 years, eventually reaching ~80 academies within 5-7 years.
• Closing / Phasing Out CTE Programs: Concurrently, in an effort to focus our limited resources on building bigger and higher-quality career academies in fewer sites than where we currently offer CTE programs, we will also begin closing or phasing out existing CTE programs that are not prioritized to expand into academies. We anticipate 30-40 program closures or phase-outs per year over the next 5-7 years. Over the long-term, we do not expect to maintain standalone CTE programs – eventually, with few exceptions, all CTE programs should be transformed into academies or phased out.
Educate. Inspire. Transform.
• Number of Students Participating: We plan to maintain or increase the number of students participating in CTE over the next 5-7 years by coordinating the pace of openings and closings – i.e., while CTE program opportunities will eventually be concentrated in fewer school sites citywide, student enrollment in CTE should remain relatively constant or increase over time.
Defining Characteristics of Career Academies
Several key characteristics will differentiate career academies from CTE programs opened in the past:
• Significant Size: Career academies will enroll enough students to sustain at least two teachers, to ensure program sustainability and increased ability to attract the support of industry partners.
• Academies of Choice: Students interested in career academies must apply for entry and cannot be enrolled in academies without having expressed written interest beforehand. Please note that the career academy student application process is under development and will likely be rolled out with the fall 2010 high school application process.
• Citywide Enrollment Boundaries: Where feasible, DCCP will work to establish citywide enrollment boundaries for career academies, to ensure students have access to as many career academy options citywide as possible.
• Academy Enhancement Funding: Research suggests that integrated curriculum planning and professional development between core curricula and CTE teachers plays a significant role in building successful career academies. Thus, additional funds will be made available to each career academy that presents a robust plan for integrating planning and/or PD. Additional supports may also be provided on an as-needed basis.
• Shared Commitment: Schools and DCCP will jointly commit to developing and continuously improving every career academy that is approved. Schools and DCCP will sign a CTE Program Agreement which will detail a variety of commitments to ensure the ongoing sustainability of the academy – e.g., to keep academies open once significant facilities investments are made, to share select operating costs, to ensure CTE teachers attend PD organized by DCCP, to maintain equipment, to work toward identified performance targets, etc.
Additional defining characteristics of career academies may be identified as planning efforts continue, (for example, if feasible, we may consider developing a career exploration course within career academies) – and we welcome your input on additional ways to enhance the success of career academies going forward.
Finally, there are enhancements we plan to apply both to new career academies and existing CTE programs. These will include but not be limited to:
• Aligned Assessments and Curriculum: DCCP plans to collaborate with external partners to incorporate third-party validated assessments and curriculum into career academies and existing CTE programs in order to drive ongoing student skill-attainment in alignment with industry standards.
• More Work-Based Experiences: Concentrating students at fewer sites will support efforts to build stronger industry partnerships, and DCCP will set clearer expectations for partners to focus their efforts on providing work-based experiences.
• More Pathways to College and Careers: CPS will focus greater efforts on building articulation agreements and apprenticeship opportunities as well as creating awareness of industry credential opportunities. Financial support for credentialing may also be provided to students in need.
‘Phase 1’ of Strategy Implementation
• ‘Phase 1’ Focus Schools: For the first four years of implementation (i.e., fall 2009 through fall 2012), the primary focus will be on building career academies in turnaround schools (e.g., Fenger), existing ‘CTE-focused’ high schools (currently known as ‘career academies’ in name, e.g., CVCA), and several schools where academy developments were already underway prior to development of this retooling strategy. The 22 selected ‘Phase 1’ focus schools for these 4 years have already been notified.
• Opportunities for Additional Schools: While eventually we will offer all interested high schools the opportunity to apply to house a career academy, plans for academy development school sites are already in place for fall 2009 and 2010. Opportunity for additional high schools to apply for career academies will be for fall 2011 openings or later. We will be distributing a formal career academy application process in the coming months.
• Continued Freeze on New CTE Program Openings: Outside of any career academy developments approved by DCCP as part of this new career academy application process, the existing freeze on new CTE program openings will continue – i.e., going forward, no new CTE program requests will be approved outside of the new career academy application process.
• Collaborative Career Academy Decisions: Industry focus areas for career academies will be determined in partnership between DCCP and principals – again, with the goal of developing academies that are focused on high-priority industry areas, that are well-distributed geographically, and ideally, that build from strong existing CTE programs.
• Ongoing Program Closure / Phase-Out Decisions: CTE program closure and phase-out decisions this year, across ‘Phase 1’ and non-Phase 1 schools, were made in partnership with principals – programs closed were those that either already began phase-out in previous years, or that principals volunteered for closure or phase-out this year. In many cases, schools opted to close some programs in order to focus on and prioritize expanding other existing programs into academies. In future years, in order to maintain the pace of 30-40 program closures/phase-outs per year, if a sufficient number of program closures or phase-outs is not volunteered by schools, there may be some closures or phase-outs mandated by DCCP. In the coming months, DCCP will develop and share with you a transparent, outcomes-based program evaluation rubric to inform these annual decisions going forward.
• Maintaining Existing CTE Programs: Finally, for any school with existing CTE program(s) that is not selected for ‘Phase 1’ academy openings and that is not asked by DCCP to close any of its existing programs in a given year, the school will be able to maintain its existing CTE program(s) ‘business as usual’ for that year. Note: Any school looking to voluntarily close or phase out a program at any point in time should contact Aarti Dhupelia, Acting CTE Director, at 773/553-3903 before proceeding with such action. job cuts
Shared Costs
DCCP will continue to provide significant funding support for both existing CTE programs and new career academies. However, some expenses previously covered entirely by DCCP will be shared by schools and DCCP going forward – in particular, key changes are as follows:
• Career Development Facilitator (CDF) salaries and benefits will be funded 50% by schools and 50% by DCCP beginning in the 2009-2010 school year.
• CTE Textbooks will be funded 50% by schools and 50% by DCCP in the 2009-2010 school year, and 100% by schools in subsequent years.
These funding changes will ensure ongoing shared DCCP/school commitment to CTE programs and career academies, and they will enable DCCP to provide a more robust set of supports across all CTE programs. Please see attached Exhibit 1 for additional details regarding future CTE funding expectations for DCCP and schools. Note: Because 2009-2010 SIPAAAs have already been submitted, if a school is concerned about being able to fund textbook costs in 2009-2010, the Principal should contact Aarti Dhupelia for further discussion. Please also note that in the coming weeks, DCCP will be reaching out to principals and CTE teachers to inventory their existing CTE equipment and to assess CTE supply needs for the upcoming year – these processes will enable DCCP to better support each school’s CTE needs.
Path Forward
Implementation efforts are already underway for fall 2009 and fall 2010 career academy openings, and planning for fall 2011 and fall 2012 academies will also continue over the coming months. We will continue to provide you with further information as it becomes available (e.g., career academy application form, future years’ program evaluation rubric, etc.) In addition, we truly welcome your input regarding how to enhance this CTE strategy in any way – in particular, in terms of how DCCP can best support your work (e.g., by providing more support in recruiting teachers, coaching teachers, building industry partnerships, etc.) Going forward, we plan to organize focus groups and administer surveys in order to hear your ideas, but in the meantime your feedback is welcome at any point.
We are excited to begin implementation of this new CTE strategy and look forward to working with all of you in the coming months and years to build high-quality career academies for our students. Please direct any questions, comments, or feedback to Bernard McCune (Acting DCCP Officer) at 773/553-4364 or Aarti Dhupelia (Acting CTE Director) at 773/553-3903.
DGG / ad
Attachment
Exhibit 1: CTE Operating Costs – FY10 Funding Expectations for DCCP and Schools
DCCP is committed to providing a variety of additional funding supports to help schools develop and maintain high-quality CTE opportunities for students. Examples of CTE program-specific items funded 100% by DCCP include:
• Instructional software
• Supplies
• Food supplies for Culinary Arts programs
• Equipment
• Computers and printers
• Field trips
• Postage
• Printing
• Repair – computer-related
• Repair – non-computer
They have people in the testing section there who do nothing all day as well.
an old but proud position at cps
Come on Ronnie!!
true scamism in action
Heard that they are now interviewing current aios for the new cao positions, but not all did the letter of intent and one aio was asked NOT to submit a letter of intent.
The data guru positions are now advertised--so send in those resumes all!
Well Ronnie, welcome to CPS------ IN JUST A FEW WEEKS (Yes, VERY SOON) teachers will be back to school for the PD days at ALL the increased 'year-round' schools.
Yes, BOSS, students return to school AUGUST 1.
SO who is on the field, my man?
Your 100 days are long over coach! Where is the program?
This ain't no CTA, this ain't no 911, this ain't no foolin' around. You ain't got time for that now.
Picture Ron Huberman in combat boots while still wearing those starched shirts and day-glo ties, and you've got the right image. Paul Bremer, "proconsul" after the Iraq invasion. And the team of crazies who pushed a couple of billion dollars into private hands in Baghdad in 2003 and 2004. The Broads are just another crop of fundamentalist market types doing their job. George W. Bush had Henry Kissinger to mentor guys like Paul Bremer; now the privatizers in Chicago have their Broads.
All this has nothing to do with public schools and everything to do with deregulation (end the "instruction" in AIO), patronage (does anyone really believe with a straight face that "CTA" on a resume makes a guy ready to lead a school system?), and privatization (while everybody was looking the other way, another couple of hundred million dollars that could have gone to real public schools like, say, Gallistel, was being shoveled in the direction of UNO charters).
The only thing missing in this round of Chicago's privatization orgy are the pallet loads of $100 bills that "disappear." Welcome to Baghdad. When omelets are being broken and eggs made, as Ronald Rumsfeld said about the Iraq national museum and Ron Huberman will be saying about his new Miracle Management Team at CPS --
"Stuff happens..."
Yet they couldn't even get the official reports from the Board meeting a week ago out on time.
As everyone paying attention knows, CPS publishes the "Action Agenda" after the Board meetings and does that monthly quickie they must think of as love. Once the entire agenda (including executive session stuff) is approved, it's official and legally binding. All the Board is supposed to do is report it.
One big chunk that's never in the public agenda is "personnel" stuff -- the appointment of senior executives.
Monday I checked CPS. No Action Agenda.
Ditto Tuesday.
Huh? Longest delay in history.
Wednesday it had been a week since the Board voted (on June 24) in the June Quickie. Still no action agenda.
Huhhhh?
So today I went to the Board offices to ask for a paper copy. I actually thought that maybe they had screwed up their "new" Website so badly that they just couldn't upload it.
No. I walked in, and I was told that the Action Agenda was still not public because Mr. Huberman was working on some parts of it. Huh again? Yes, they were working on it.
Sorry, that stuff became legal when the seven dwarfs voted "Yes" on June 24. And here we were on July 2 without the official record.
So I asked for copies of the Personnel items (the promotions to the Huberman team, all ranging from $120,000 to $170,000 and most of them from CTA or God Knows Where). Scurrying.
I really didn't want to go up to the 7th floor, since the law is clear. A citizen who stops by and wants to view a record that's available -- even if it's not officially in print and on the Web -- has that right. It's not what I expected to be doing when I walked in. But it was time.
Eventually, David Pickens walked by and pointed out that the stuff was public. Then Michael Scott walked in and I asked him whether he was also going to tell staff to release the work records and cirriculum vitaes of all those new executives Michael had voted a week earlier to create (two days before letting the axe swing wildly at another generation of veterans, both in central office and elsewhere).
Michael said of course we could get the work history and curriculum vitae of each of these geniuses. So I'll be asking for it, and publishing it.
Finally, Estela Beltran came out with copies of the personnel actions that were taken after Executive Session last Wednesday. Better late than never.
I'll post a story by dawn listing each of the executive appointments Ron Huberman has made at the highest levels since he took over from Arne Duncan in January. As already noted, it's the longest list of additions in history.
And the majority of them will take a year before they can find their way from Bogan over to Bowen, then down to Gallistel and back up to Gale.
Unless, of course, they are also given taxpayer-paid GPS systems for their Board financed vehicles.
Total cost (pay and benefits) for the new Huberman A-team (that's the really high priced ones)? About $2 million by my count.
That's an addition to the budget, not matter how many lies I'm reading in the mumbo jumbo of each Board Report.
Of course, there is no budget, just an authorization to keep spending money while prattling about a "$475 million deficit" while hiding a $400 million (plus) surplus -- and counting on my corporate colleagues among the scribes to simply quote the talking points and avoid the CAFR like it was infected.
I've been kicked out of jobs and know what it feels like to learn that COBRA is not a benefit, since for many people (those with families) it will cost you more than your mortgage or rent! So even with people with whom we had our disagreements, to watch them forced to pack up and (in many cases, accompanied by humiliations by the Skippies, more about them later) walk out.
Well, that's not right. Especially when the mayor and his minions in the Huberman Team know they're going to be getting hundreds of millions of dollars from that next round of "stimulus". They just wanted to humiliate people, both in the schools and elsewhere, on the way to proving their -- what is that called? -- potency.
Happy Independence Day.
The intended purpose of all of the ARRA funds is to save and create jobs, as well as improve education through four key education reform areas:
* Making progress toward rigorous college- and career-ready standards and high quality assessments that are valid and reliable for all students, including English Language learners and students with disabilities;
* Establishing Pre-K to college and career data systems that track progress and foster continuous improvement;
* Making improvements in teacher effectiveness and in the equitable distribution of qualified teachers for all students, particularly students who are most in need; and
* Providing intensive support and effective interventions for the lowest-performing schools.
Within that $3 billion, Illinois is also eligible to receiving more than $2 billion from another portion of ARRA, called the State Fiscal Stabilization Fund (SFSF), which is intended to prevent reductions in critical education funds for elementary and secondary education as well as public institutions of higher education. These funds will flow through the state’s primary funding formulae, General State Aid. No funds are now targeted for school modernization or repairs from SFSF.
Known funding levels from ARRA are as follows for Illinois. More information for FY2010 will be forthcoming, e.g., for Title II, D funds for education technology.
Source - ARRA Funds
Title I Grants to Local Educational Agencies
$420,148, 642
IDEA Part B Grants to States
$506,479,753
IDEA Part B Preschool Grants
$18,311,491
McKinney-Vento Homeless Grants
$2,202,000
Title II, D--Educational Technology (in July)
$26,515,878 NSLP School Lunch Equipment (in June)
$3,657,300 State Fiscal Stabilization Fund (education and general) for elementary, secondary, and public institutions of higher education $2,055,171,987
These funds must be spent expeditiously but sensibly. Planning for their use in 2008-09, 2009-10, and 2010-2011 is critical. We anticipate that the majority of the funds will be budgeted and used in 2009-10, with a small portion to be obligated in 2010-2011. A single allocation will be available for the formula funds (such as IDEA Preschool) and must be expended by September 30, 2011.
There will also be competitive funds available after July 1st, called the Race to the Top funds. Promising approaches are being requested in the four education reform areas stated above, with about $4.3 billion going out to all states and another $650 million going to districts nationwide.
You know that you're an ass, but we love when you do what you do.
Thanks and continue to keep them on their toes.
Your shilling is like last night's rerun of 30 Rock, with Tina Fey and Co. prancing through the show brandishing bottles of Snapple at every turn.
Yep, just like that.
Except not funny.
