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Transformation or Decline<br />Using Tough Times to Restructure Resources<br />EWA National Seminar<br />April 9, 2011<br />
2<br />We know what it takes to create high performing schools.<br />Strategic School Design<br /><ul><li>  Effective Teac...
  Targeted Individual Attention
  Maximized Academic Time</li></li></ul><li>3<br />FUNDINGinequitable, unintelligible, rigid<br />The School Systems We Ha...
4<br />FUNDINGequitable, transparent, and flexible <br />The School Systems We Need<br />TEACHER COMPENSATION & JOB STRUCT...
Restructure compensation spending by managing teaching workforce mix and differentiating instructional roles.<br />Strateg...
6<br />Maximum Teacher Salary Components<br />ERS Analysis and Partner District<br />District Y<br />Maximum Teacher Salar...
7<br />Restructuring Challenge:  Most districts spend less than 2% of all spending on teacher compensation to reward incre...
Focus on school systems—not just individual schools<br />Illuminate the trade-offs—get the numbers<br />Look to the future...
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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.

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Transformation or Decline: Using Tough Times to Restructure Resources

  1. 1. Transformation or Decline<br />Using Tough Times to Restructure Resources<br />EWA National Seminar<br />April 9, 2011<br />
  2. 2. 2<br />We know what it takes to create high performing schools.<br />Strategic School Design<br /><ul><li> Effective Teaching Teams
  3. 3. Targeted Individual Attention
  4. 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. 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. 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. 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. 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. 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. 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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