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Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
Transformation or Decline: Using Tough Times to Restructure Resources
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Transformation or Decline: Using Tough Times to Restructure Resources

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Presentation given by Karen Hawley Miles at the Education Writer's Association annual conference, April 8, 2011.

Presentation given by Karen Hawley Miles at the Education Writer's Association annual conference, April 8, 2011.

Published in: Education, Technology, Business
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    • 1. Transformation or Decline<br />Using Tough Times to Restructure Resources<br />EWA National Seminar<br />April 9, 2011<br />
    • 2. 2<br />We know what it takes to create high performing schools.<br />Strategic School Design<br /><ul><li> Effective Teaching Teams
    • 3. Targeted Individual Attention
    • 4. Maximized Academic Time</li></li></ul><li>3<br />FUNDINGinequitable, unintelligible, rigid<br />The School Systems We Have<br />TEACHING COMPENSATION <br />& JOB STRUCTURE discourage effectiveness<br />SCHOOL DESIGNantiquated schedules and staffing<br />A Few<br />High Fliers<br />INSTRUCTIONAL SUPPORTnot strategic<br />LEADERSHIPunsupported, underinvested<br />CENTRAL OFFICE SERVICESinefficient, unresponsive<br />PARTNERS & TECHNOLOGYunderleveraged<br />
    • 5. 4<br />FUNDINGequitable, transparent, and flexible <br />The School Systems We Need<br />TEACHER COMPENSATION & JOB STRUCTURElinked to contribution<br />SCHOOL DESIGNschedules and staffing match needs<br />INSTRUCTIONAL SUPPORTstrategically aligned<br />High-Performing<br />Schools at Scale<br />LEADERSHIPsupported and rewarded<br />CENTRAL OFFICE SERVICESaccountable, efficient<br />PARTNERS & TECHNOLOGYleveraged<br />
    • 6. Restructure compensation spending by managing teaching workforce mix and differentiating instructional roles.<br />Strategically raise class sizes and rethink one-size fits all class size models for providing individual attention.<br />Redirect special education spending to early intervention and targeted individual attention for all students.<br />Use existing time better to meet student learning needs and extend where needed.<br />Close sub-scale school buildings.<br />Leverage outside partners & technology when higher quality and lower cost.<br />5<br />Tough times provide opportunity to take on restructuring that promotes Transformation<br />
    • 7. 6<br />Maximum Teacher Salary Components<br />ERS Analysis and Partner District<br />District Y<br />Maximum Teacher Salary = $100,000<br />Leadership, Responsibility<br />9%<br />Education<br />14%<br />Longevity<br />32%<br />Base<br />42%<br />
    • 8. 7<br />Restructuring Challenge: Most districts spend less than 2% of all spending on teacher compensation to reward increased teacher contribution<br />$500 Million<br />Benefits<br />24%<br />Responsibility & Results<br />0%<br />27%<br />Longevity<br />Education<br />7%<br />Base<br />42%<br />
    • 9. Focus on school systems—not just individual schools<br />Illuminate the trade-offs—get the numbers<br />Look to the future—investments not just cuts<br />Focus on restructuring efforts—not just line-item cuts<br />8<br />How can reporters promote transformation that helps all students?<br />
    • 10. 9<br />To quote a well known scholar…<br />“<br />For every complex problem there is an answer that is clear simple… and wrong. H.L. Mencken<br />”<br />

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