Marshall High and other turnaround high schools, in Chicago and nationally, face a thorny dilemma. Higher-performing students are being siphoned off through competition, driving down enrollment and raising tough policy questions about the future of these schools.
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Outsiders At 125 S. Clark Street.
By: Alexander Russo / June 30, 2009
You may disagree, but I think that the Broad Residents program is a pretty interesting model. Not that most Broadies should be put in charge of everything, as may sometimes feel like it's the case at CPS, but that central offices shouldn't just be full of people who were trained as teachers and school leaders. The program gives fancypants outsiders a chance to put their money where there mouths are, and hopefully learn some things on the inside. I recently joked that there should be a Broad Residents program for union locals.
Anyway, the Broad Class of 07-09 just "graduated," and mentioned among them was Aarti Dhupelia, Chicago Public Schools, who apparently "led the effort to develop a new 5-7 year strategy for Career & Technical Education for 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."
Anyone dealt with Dhupelia, good or bad? Anyone run into these Broadies in meetings and find them great or horrible?
2ND QUARTER 2009
IDENTIFYING, PREPARING, AND SUPPORTING SUCCESSFUL LEADERS OF PUBLIC SCHOOL SYSTEMS
IN THIS ISSUE:
Message from The Broad Center's Executive Director: Becca Bracy Knight
Broad Residents on the Move
Graduating Residents Will Continue Careers in Urban Education
Find Us on the Web
Broad Residents Lead Major Efforts to Graduate More Students
Message from The Broad Center's Executive Director:
Becca Bracy Knight
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
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
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
Broad
Residency Alumnus Robert Tagorda, special assistant to Long Beach
Unified School District (LBUSD) superintendent, is leading the
district's movement to boost students' readiness for college and the
workforce. California's statewide budget crisis and $70 million
reduction in LBUSD's annual budget has done little to slow the progress
from the school system's Academic and Career Success Initiative, the
"galvanizing force for all academic work in the district."
"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
This
"college promise" to Long Beach's 86,000 students is made possible with
a partnership with the Long Beach City College, which has pledged a
tuition-free semester, and California State University-Long Beach,
which has guaranteed college admission. LBUSD educates students and
parents about advanced courses and college and career options starting
in elementary school. The school district provides critical educational
support from higher academic standards to help accessing college
financial aid.The Initiative's goals are Herculean, with the academic progress to match. To date, the district has seen:
About a 60 percent increase from 2004 to 2008 in the number of
students enrolled in at least one Advanced Placement course, with
African Americans and Hispanics growing by 61 percent and 79 percent,
respectively;
An approximately 50 percent spike in the number of students that applied for federal student aid from 2008 to 2009; and
A more than 35 percent hike in the number of students attending four-year colleges from 2005 to 2007.
"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
A
graduate of Harvard's Kennedy School with public sector consulting
experience, Tagorda developed the strategy for the major academic
effort and is determined to see it through until it is
institutionalized across the district.
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
The
goal at the 27,000-student Pittsburgh Public Schools (PPS) also is to
help children and their families plan, prepare and pay for education
after high school. The ambitious plan, the Pittsburgh Promise,
guarantees eligible PPS graduates with scholarships of up to $5,000 a
year for four years, increasing in 2012 to a maximum of $10,000 a year
for four years. In a city with a declining population, the substantial
college funds provided by corporate, foundation, and community
organizations also serve as a financial incentive to attract families
to stay and move into the city.
"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
Jones
left a career at Deloitte to help lead the aggressive reforms for the
Pittsburgh Promise. He applied his corporate experience in information
systems and project management to help launch the Promise program in
only a few months. Jones developed information systems and an
aggressive timeline of items needed to immediately kick off the program.
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
Broad Residents on the Move
Joseph Ferguson
Joseph Ferguson, Broad Residency Class of 2004-2006, was recently
appointed as Chief Operating Officer of Mastery Charter Schools in
Philadelphia. In this role, Ferguson supports a $30 million education
management organization employing 150 individuals and operating small
public high schools in Philadelphia.
Read more.
Matthew Hill
Matthew Hill, Broad Residency Class of 2005-2007, joined the Los
Angeles Unified School District in early January as the districts new
Administrative Officer in the Office of the Superintendent. The Los
Angeles district is the second largest in the country with over 688,000
students and 885 schools.
Read more.
Carmita P. Vaughan
Carmita P. Vaughan, Broad Residency Class of 2005-2007, has recently
been named Chief Strategy Officer of Americas Promise Alliance. In this
role, she oversees initiatives to help communities increase high school
graduation rates and ensure that all students graduate high school,
college and are work-ready.
Read more.
Kathleen Weaver Hytros
Kathleen (Katie) Weaver Hytros, Broad Residency Class of 2007-2009,
recently accepted the position of Deputy to the Chief Education Officer
for Chicago Public Schools, a district with over 400,000 students.
Previously she served as the Director of Accountability for the Office
of New Schools in the Chicago district.
Read more.
Back to Top
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
The Broad Center
The Broad Center for the Management of School Systems is a non-profit
organization that seeks to raise student achievement by recruiting,
training and supporting executive leadership talent from across America
to become the next generation of urban school district leaders.
Established in 2001 and funded by The Broad Foundation, The Broad
Center identifies talented leaders from education, business, the
military, non-profit organizations and government backgrounds who have
the passion, knowledge and skills to take on executive leadership roles
in urban education. The Broad Center operates both The Broad Residency
and The Broad Superintendents Academy, a ten-month executive management
training program to prepare working CEOs and other top executives to
lead urban public school systems. For more information about The Broad
Center, go to www.broadcenter.org.
The Broad Foundation
The
Eli and Edythe Broad Foundation is a national venture philanthropy
established by entrepreneur and philanthropist Eli Broad to advance
entrepreneurship for the public good in education, science and the
arts. The Broad Foundation's education work is focused on dramatically
improving urban K-12 public education through better governance,
management, labor relations and competition. The Broad Foundation's
Internet address is www.broadfoundation.org.
Outsiders At 125 S. Clark Street.
Tell the truth, Alexander, the folks over at Broad paid you to make your blog into their billboard, right?
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.
Outsiders At 125 S. Clark Street.
George,
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.
Outsiders At 125 S. Clark Street.
So many of us owe you a huge debt of gratitude. I don't always agree with you (I do on this) but we're lucky to have you watching and reporting. I look forward to your report. Go get em.
Outsiders At 125 S. Clark Street.
[url=http://www.isbe.state.il.us/arra/default.htm new=true]Federal Stimulus—American Recovery and Reinvestment Act of 2009 (ARRA)[/url]
The intended purpose of all of the ARRA funds is to [b]save and create jobs,[/b] 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.
Outsiders At 125 S. Clark Street.
While they were dumping another boatload of people who knew their way from Bogan to Bowen or from Gale to Gallistel, they were also bringing in a new "team" of $120,000-per-year and up outsiders, and trying to pump up the praises of their latest hires.
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.
Outsiders At 125 S. Clark Street.
The 500 coming - who and where?
Outsiders At 125 S. Clark Street.
Can you help a little with the numbers? Is this 700 a part of the 1200 cuts last week? Were whole depts. eliminated or just gutted? What about HS programs? Is the whole thing shut down, or is just Gilligan out. I think he was a good guy. What about Flavia Hernandez?
Outsiders At 125 S. Clark Street.
I still think some will be opening in the fall again though. Somce of these departments cannot function. What i find hard to beleive, there were that many positions in teh first place! And they wonder why the traditional schools in the poorer areas are without finances.
Outsiders At 125 S. Clark Street.
Thanks so much RP. What do you mean "citywide"? Did they cut social workers and psychs? or? Can you give us more?
Outsiders At 125 S. Clark Street.
557 positions were cut, 212 positions were based at Central Office and 345 positions were citywide. 167 positions were professional and middle management. Human Resources and Information Technology departments were hit the hardest! Between retirements and departures, CPS lost nearly 700 positions in this first round. The second round will happen over the summer, where at least an additional 500 positions will be closed!
Outsiders At 125 S. Clark Street.
YOur right. They cut that deep and nobody is talking. Something bogus.
Outsiders At 125 S. Clark Street.
They did cut HS Programs. Gilligan is out. I thought they were all out. Did some hang on? Is this a game? For the media? Scare tactic? Is it 500 fired ( and 495 reclassified in the p.m.)?
Outsiders At 125 S. Clark Street.
could not believe the list of avid people in HS programs or secondary programs or junior programs--thre are a lot of programs down there you know! How do they hide all those people?
Outsiders At 125 S. Clark Street.
Yep, cuts happened. Mostly admins and staff from bloated programs or people doing work that wasn't really useful to kids. Some people managed to get fired and talk their way into a different position and are still employed by CPS...so the net effect is unclear. Still, although they say 550 were cut, just how many new people will be hired to fill all those Performance Mgmt positions?
Outsiders At 125 S. Clark Street.
Dear Retired Principal, we are waiting! Nobody gets the news like you.
Outsiders At 125 S. Clark Street.
RP, you seem to get the scoop somehow. You predicted cuts. How did it shake out?
Outsiders At 125 S. Clark Street.
Were droves cut as predicted? Who? What departments? At 125 only? Where else? Were the schools left alone? Anybody?
Outsiders At 125 S. Clark Street.
It's simply more deregulation, privatization, and patronage. This one was just a bit more brutal.
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..."
Outsiders At 125 S. Clark Street.
Thanks for the info. That's a weird start date because in the 162 year round schools the teachers will be at work on August 3rd and the students start on the 10th. If the current AIO does not become the CAO then continuity (if it existed) will be disrupted when it is most needed!
Outsiders At 125 S. Clark Street.
The preliminary interviews for the Chief Area Officer positions will be conducted by a panel from June 29, 2009 to July 6, 2009. The candidates selected for final interviews will be notified by Central Office by phone from July 7, 2009 to July 16, 2009. The Chief Area Officers will be selected (or announced) by August 1, 2009. The anticipated start date for the Chief Area Officers is August 3, 2009. What will be interesting to see about Ron Huberman's Chief Area Officers will be how many on the 21 Chief Area Officers are educators and how many are non-educators?
Outsiders At 125 S. Clark Street.
took over--it took like 9 months to get the new CPS organization, the officers and lots of back and forth and who is on first and what's on second, etc.
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.
Outsiders At 125 S. Clark Street.
Like those people aren't picked already.
Outsiders At 125 S. Clark Street.
it is all a tragedy, but why so quiet?
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!
Outsiders At 125 S. Clark Street.
Who got screwed? Who got saved?
Outsiders At 125 S. Clark Street.
Can you tell us what happened? Who is out. Did they really fire 500 people today?
Outsiders At 125 S. Clark Street.
I've worked with a few of these people, some were great and some were terrible, just like the rest of the workforce! You can't just throw a blanket over all of the Broad fellows, that's like saying all administrators are terrible or all teachers are great. It's just not true.
Outsiders At 125 S. Clark Street.
Gilligan was not a PE teacher - he taught at Montefiore - shop teacher, I think. After that he was AP at Kennedy and then principal at the ag school. According to the papers this week, the ag school has had the highest teacher retention rate in the city. He must have been doing something right. Too bad he left there.
Outsiders At 125 S. Clark Street.
only the people manipulating schools know. there is no transparency.
true scamism in action
Outsiders At 125 S. Clark Street.
So does anybody know if Richards HS is part of phase 1 of this plan? If so, does anybody know what that means for the school? Richards used to be an official career academy but was assigned neighborhood boundaries a few years ago.
.
[url=http://www.televisiontunes.com/Gilligans_Island.html new=true]tale of castaways, primitive as can be[/url]
Outsiders At 125 S. Clark Street.
would be that they too Runcie in their club--and who is the guy they had who is now at U46--they chased him out as a California superintendant.
Outsiders At 125 S. Clark Street.
and what was your objection?
Outsiders At 125 S. Clark Street.
and who are you or did I miss your point.
Outsiders At 125 S. Clark Street.
I take no small amount of pride in having single-handedly delayed the arrival of a full slate of Broad Fellows six years ago for one whole year...wish I could have pulled off another.
Outsiders At 125 S. Clark Street.
come on--the money is sooo tight now. At least they sent others in his position to Curie (Wilfedo) or somewhere?
Come on Ronnie!!
Outsiders At 125 S. Clark Street.
beancounter
an old but proud position at cps
Outsiders At 125 S. Clark Street.
will gilligan be sorting the mail? What is at 47th street?
They have people in the testing section there who do nothing all day as well.
Outsiders At 125 S. Clark Street.
Interesting post from "we did this before", and now Gilligan is sent to the hinterlands on 47th street. one of many. where is that news?
Outsiders At 125 S. Clark Street.
their funders MUST stop funding them!
Outsiders At 125 S. Clark Street.
they let gil go? A PE teacher running all the high schools... and more Broad...what a mess....
Outsiders At 125 S. Clark Street.
in the plan to remake CTE or actually absorb the funds into the general ohsp funds is to remake cte programs. by doing this cte programs are cut from high schools and when a program is cut teachers loose jobs. at least 30 teachers so far this year.
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. [b]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.[/b] [b][i]job cuts [/i][/b]
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.
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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
Outsiders At 125 S. Clark Street.
you might as well be specific if you're going to remain anonymous -- what exactly did she do or not do that was a problem?
Outsiders At 125 S. Clark Street.
The new CTE is helping to fire trained teachers city wide(replacing them with non-certified staff in charters), shutting down shops in general schools therefore depriving children of the city of chicago the opportunity to explore and learn about different careers they might be interested in.
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.
Outsiders At 125 S. Clark Street.
Aarti was a hot mess, when she interned at CPS.
Always screwing up.
Outsiders At 125 S. Clark Street.
National level is great but the residency rule is a real turnoff
Outsiders At 125 S. Clark Street.
Why can't we have competent recruitment on a national level for finding really successful administrators or managers in central office? Huberman got his job because he was the best for it. There was no national search for a top manager with success in a large urban school district. I am suspect of "solutions" that have no real co-construction with teachers.