This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
The document outlines the mission, goals, and organizational structure of the Ready To Learn Independent School District's Department of Human Resources. The mission is to recruit and support a diverse staff to achieve high academic achievement for students. The department aims to provide talented staff, train teachers, and develop student teachers. The organizational structure includes a director of HR, assistant director, and departments that support student learning. The department also has a compensation plan that includes base salaries and supplements for factors like student learning, skills, market needs, and leadership. Overall, the department aims to motivate and reward teachers through various incentives.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
The document provides an overview of the Hawaii Department of Education's budget and operations. It summarizes enrollment trends, test score improvements, the impacts of budget cuts, use of federal stimulus funds, and plans to pursue a Race to the Top grant. Key priorities include implementing the Common Core standards, improving teacher and leader effectiveness, turning around low-performing schools, and enhancing data systems to support student achievement.
- Provide language
support
- Auto-grade
written work
- Suggest learning
resources
Teachers:
- Set assignments
- View student
progress
- Provide feedback
Students:
- Access learning
resources
- Submit work
- Get feedback
- Track progress
Parents:
- View child's
progress reports
- Communicate
with teachers
Admin:
- Monitor portal
usage
- Generate reports
i-MTL Portal
An integrated online platform
to support ICT-based MTL
teaching and learning
- Language learning
- Formative assessment
- Tracking of progress
- Communication
between stakeholders
- Flexible access via
ERS articulates for states what we know about district resource use and how states' policies can best help district efforts. ERS Director Don Hovey’s gave this presentation in Miami at the Governors’ Education Policy Advisors (GEPA) Institute for the National Governor’s Association on April 26. The presentation focused on helping states to understand our perspective on strategic resource use, the district transformational strategies and the top ten ways that states can support and enable strategic resource transformation.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
The document outlines the mission, goals, and organizational structure of the Ready To Learn Independent School District's Department of Human Resources. The mission is to recruit and support a diverse staff to achieve high academic achievement for students. The department aims to provide talented staff, train teachers, and develop student teachers. The organizational structure includes a director of HR, assistant director, and departments that support student learning. The department also has a compensation plan that includes base salaries and supplements for factors like student learning, skills, market needs, and leadership. Overall, the department aims to motivate and reward teachers through various incentives.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
The document provides an overview of the Hawaii Department of Education's budget and operations. It summarizes enrollment trends, test score improvements, the impacts of budget cuts, use of federal stimulus funds, and plans to pursue a Race to the Top grant. Key priorities include implementing the Common Core standards, improving teacher and leader effectiveness, turning around low-performing schools, and enhancing data systems to support student achievement.
- Provide language
support
- Auto-grade
written work
- Suggest learning
resources
Teachers:
- Set assignments
- View student
progress
- Provide feedback
Students:
- Access learning
resources
- Submit work
- Get feedback
- Track progress
Parents:
- View child's
progress reports
- Communicate
with teachers
Admin:
- Monitor portal
usage
- Generate reports
i-MTL Portal
An integrated online platform
to support ICT-based MTL
teaching and learning
- Language learning
- Formative assessment
- Tracking of progress
- Communication
between stakeholders
- Flexible access via
ERS articulates for states what we know about district resource use and how states' policies can best help district efforts. ERS Director Don Hovey’s gave this presentation in Miami at the Governors’ Education Policy Advisors (GEPA) Institute for the National Governor’s Association on April 26. The presentation focused on helping states to understand our perspective on strategic resource use, the district transformational strategies and the top ten ways that states can support and enable strategic resource transformation.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The principal addressed the end of year developments in 2012 and plans for 2013. Key points included:
1) MOE focused on engaging learners, providing quality schools and supporting teachers over the past year.
2) Plans for 2013 include rolling out ICT applications to enhance mother tongue language teaching and assessments, reviewing the English language curriculum, and assessing the food and nutrition curriculum.
3) ICT will be introduced in parts of mother tongue language exams starting in 2013 to create more authentic assessments that better evaluate proficiency. Field tests found comparable performance between computer-based and paper-based assessments.
4) Support for teachers includes ICT portals, resources, and training to help implement the curriculum
The principal addressed the end of year developments in the education system. MOE focused on making every student an engaged learner, every school a good school, every teacher a caring educator, and every parent a supportive partner. Key initiatives included removing school banding, introducing best practice awards for character education and partnership, and providing more resources for schools to customize learning and engage parents. Exam formats for subjects like English were also changing starting in 2013. The principal emphasized working together to deliver the best outcomes for students.
The document provides an overview of the key focus areas and initiatives of the Ministry of Education in 2012. The three key areas MOE focused on were: Every Student, an Engaged Learner; Every School, a Good School; and Every Teacher, a Caring Educator. Key initiatives included providing more pathways to higher education, removing school banding, supporting teachers, strengthening partnerships with parents, and ongoing curriculum reviews of subjects like English Language and Food & Nutrition. The principal concluded by emphasizing the importance of working together to deliver the best education for students.
The document outlines the principal's address to secondary one pupils, focusing on three key areas that the Ministry of Education worked on over the past year: developing every student as an engaged learner, strengthening every school, and supporting every teacher as a caring educator. New initiatives are announced to enhance the educational system by providing more learning support, recognizing schools in a new way, and better supporting teachers. Parents are also encouraged to become more supportive partners in their children's education.
The document announces an education grants forum to be held on May 26-27, 2010 in Arlington, VA. The forum will help attendees understand the current education grants landscape, identify available funding opportunities, and develop effective grant proposal techniques. Specific sessions will cover the latest funding trends, how to write successful performance-based proposals, and targeting reliable funders. The goal is to provide strategies and resources for schools to obtain scarce education funding through proven grants processes.
The First Year Experience Program at El Camino College aims to increase student retention and success. It provides linked courses, supplemental instruction, counseling, and learning communities for over 800 students per year. The program is funded by a Title V grant and helps more students complete English requirements on time compared to similar students not in the program.
The Superintendent's budget recommendations for the 2010-11 school year reflect limited financial resources and the School Board's strategic priorities. Four budget tiers are proposed with decreasing funding: Tier 1 represents a 0.9% budget cut; Tier 2 a 2.5% cut; Tier 3 a 6.4% cut; and Tier 4 a 9.5% cut. Each subsequent tier includes additional reductions to staffing, programs, materials, and benefits to achieve further savings. Enrollment is projected to increase by 41 students but no new funds are allocated for associated costs under any tier.
The document summarizes key initiatives from the Ministry of Education in Singapore. It discusses MOE's focus on ensuring every student is an engaged learner, every school is a good school, every teacher is a caring educator, and every parent is a supportive partner. It provides details on changes to curriculum, examinations, and the rollout of ICT applications to support English language and mother tongue learning. It also outlines milestone programs for Secondary 2 students in 2013, including preparation for streaming, an overseas cultural immersion trip, and leadership training.
University of Redlands: Marketing Case StudyGailGuge
The University of Redlands was facing declining enrollments across its academic programs due to regional economic factors and increased competition. Marketing was brought in to develop an integrated marketing strategy to reverse these trends and grow enrollments. The strategy included brand research and development of a unified brand message, an integrated marketing campaign across various media channels, and new interactive strategies. Results showed stabilized and increasing enrollments across programs, with the number of leads, inquiries, and applications all up significantly. The strategy appeared to be successfully reversing enrollment declines and regaining lost market share.
The document outlines a business plan for Purushottam Public School in Delhi, India. It will provide education to middle class students earning between €50-€550 per month. The school will help shape young minds through quality education and facilities. It will also rent out space to corporates for meetings, training, and recreation. Initial funding, availability of teachers and land, fees, and strategic partnerships will need further market validation. The plan projects opening a nursery school in 2015 and completing a senior secondary school by 2023.
The document outlines plans for Purushottam Public School, which will provide affordable education for middle class families in Delhi, India. It will start as a nursery school in 2015 and expand to primary and senior secondary levels by 2023. The school aims to shape young minds through an excellent educational platform and recreational offerings. It will generate revenue through student fees and renting out space. Market research and addressing challenges like teacher availability and strategic partnerships will be important initial steps.
This document provides information about the "Education Grants Forum 2010" conference to be held on May 26-27, 2010 in Arlington, VA. The conference will provide attendees with information and training to help them understand the current education grants landscape, identify available funding opportunities, develop effective grant proposals, and obtain funding using proven strategies. Specific sessions will cover topics such as the latest education funding trends, developing successful grant applications, targeting reliable funders, and avoiding common mistakes in the proposal process. Attendees can earn up to 12 CPE credits. Registration, lodging, and other logistical details are also provided.
This document discusses research on effective professional development for STEM educators. It identifies nine key characteristics of high-performing schools, including clear focus, high standards, effective leadership, collaboration, aligned curriculum and instruction, monitoring of learning, professional development, supportive learning environments, and community involvement. The document emphasizes that simply working harder is not enough; schools must implement second-order changes like professional learning communities. It provides guidance on selecting goals for structural changes, STEM content, and learning processes to guide the design of STEM professional development programs. The goals should be aimed at research-based best practices and improving student learning outcomes.
The document outlines a business plan for Purushottam Public School in Delhi, India. The school aims to provide quality education to middle and lower class students between ages 4-17 earning €50-€550 per month. It will start as a nursery school in 2015 and expand to primary and senior secondary levels by 2023. Key aspects of the plan include conducting market research, securing partnerships, and managing costs and revenue projections to achieve profitability and break even. Initial funding, availability of teachers and land, and strategic partnerships are identified as key challenges to validate and address.
The document outlines a business plan for Purushottam Public School in Delhi, India. The school aims to provide quality education to middle and lower class students between ages 4-17 earning €50-€550 per month. It will start as a nursery school in 2015 and expand to primary and senior secondary levels by 2023. Key aspects of the plan include conducting market research, securing partnerships, and managing costs and revenue projections to reach profitability. Initial funding, availability of teachers and land, and strategic partnerships are identified as challenges to validate and address.
This document provides information about the "Education Grants Forum 2010" event taking place on May 26-27, 2010 in Arlington, VA. The forum will provide training and workshops to help participants understand the current education grants landscape, identify available funding opportunities, develop effective grant proposals, and learn strategies for obtaining funding. Specific sessions will cover topics like the latest education funding trends, how to craft competitive proposals, and targeting reliable funding sources. The event is intended for those involved in seeking and managing education grants, including superintendents, principals, and grant writers.
This document provides an agenda and background information for a summit on sustaining school turnaround efforts at scale. The summit goals are to explore challenges of implementing turnaround strategies district-wide and identify ways to work together to increase success rates. It includes a list of participating districts and partners, as well as the agenda which focuses on building principal and teacher capacity, using data, extending time, and strengthening community ties. Breakout sessions will generate lessons to share, with the goal of communicating strategies to continue improvement once initial funding ends.
This presentation defines and explores how school districts can fund schools through a more decentralized system that connects extra dollars to students that require additional resources.
The document discusses the organizational structures of the CPS Office of School Improvement, Office of Transformation Support, and Office of School Turnaround. It outlines the roles and responsibilities of various positions within these offices to support school turnaround efforts through project management, data analysis, hiring, knowledge management, and teaching and learning. Over 17,000 students are currently being served through turnaround and restart schools managed by these offices using federal reform models.
The principal addressed the end of year developments in 2012 and plans for 2013. Key points included:
1) MOE focused on engaging learners, providing quality schools and supporting teachers over the past year.
2) Plans for 2013 include rolling out ICT applications to enhance mother tongue language teaching and assessments, reviewing the English language curriculum, and assessing the food and nutrition curriculum.
3) ICT will be introduced in parts of mother tongue language exams starting in 2013 to create more authentic assessments that better evaluate proficiency. Field tests found comparable performance between computer-based and paper-based assessments.
4) Support for teachers includes ICT portals, resources, and training to help implement the curriculum
The principal addressed the end of year developments in the education system. MOE focused on making every student an engaged learner, every school a good school, every teacher a caring educator, and every parent a supportive partner. Key initiatives included removing school banding, introducing best practice awards for character education and partnership, and providing more resources for schools to customize learning and engage parents. Exam formats for subjects like English were also changing starting in 2013. The principal emphasized working together to deliver the best outcomes for students.
The document provides an overview of the key focus areas and initiatives of the Ministry of Education in 2012. The three key areas MOE focused on were: Every Student, an Engaged Learner; Every School, a Good School; and Every Teacher, a Caring Educator. Key initiatives included providing more pathways to higher education, removing school banding, supporting teachers, strengthening partnerships with parents, and ongoing curriculum reviews of subjects like English Language and Food & Nutrition. The principal concluded by emphasizing the importance of working together to deliver the best education for students.
The document outlines the principal's address to secondary one pupils, focusing on three key areas that the Ministry of Education worked on over the past year: developing every student as an engaged learner, strengthening every school, and supporting every teacher as a caring educator. New initiatives are announced to enhance the educational system by providing more learning support, recognizing schools in a new way, and better supporting teachers. Parents are also encouraged to become more supportive partners in their children's education.
The document announces an education grants forum to be held on May 26-27, 2010 in Arlington, VA. The forum will help attendees understand the current education grants landscape, identify available funding opportunities, and develop effective grant proposal techniques. Specific sessions will cover the latest funding trends, how to write successful performance-based proposals, and targeting reliable funders. The goal is to provide strategies and resources for schools to obtain scarce education funding through proven grants processes.
The First Year Experience Program at El Camino College aims to increase student retention and success. It provides linked courses, supplemental instruction, counseling, and learning communities for over 800 students per year. The program is funded by a Title V grant and helps more students complete English requirements on time compared to similar students not in the program.
The Superintendent's budget recommendations for the 2010-11 school year reflect limited financial resources and the School Board's strategic priorities. Four budget tiers are proposed with decreasing funding: Tier 1 represents a 0.9% budget cut; Tier 2 a 2.5% cut; Tier 3 a 6.4% cut; and Tier 4 a 9.5% cut. Each subsequent tier includes additional reductions to staffing, programs, materials, and benefits to achieve further savings. Enrollment is projected to increase by 41 students but no new funds are allocated for associated costs under any tier.
The document summarizes key initiatives from the Ministry of Education in Singapore. It discusses MOE's focus on ensuring every student is an engaged learner, every school is a good school, every teacher is a caring educator, and every parent is a supportive partner. It provides details on changes to curriculum, examinations, and the rollout of ICT applications to support English language and mother tongue learning. It also outlines milestone programs for Secondary 2 students in 2013, including preparation for streaming, an overseas cultural immersion trip, and leadership training.
University of Redlands: Marketing Case StudyGailGuge
The University of Redlands was facing declining enrollments across its academic programs due to regional economic factors and increased competition. Marketing was brought in to develop an integrated marketing strategy to reverse these trends and grow enrollments. The strategy included brand research and development of a unified brand message, an integrated marketing campaign across various media channels, and new interactive strategies. Results showed stabilized and increasing enrollments across programs, with the number of leads, inquiries, and applications all up significantly. The strategy appeared to be successfully reversing enrollment declines and regaining lost market share.
The document outlines a business plan for Purushottam Public School in Delhi, India. It will provide education to middle class students earning between €50-€550 per month. The school will help shape young minds through quality education and facilities. It will also rent out space to corporates for meetings, training, and recreation. Initial funding, availability of teachers and land, fees, and strategic partnerships will need further market validation. The plan projects opening a nursery school in 2015 and completing a senior secondary school by 2023.
The document outlines plans for Purushottam Public School, which will provide affordable education for middle class families in Delhi, India. It will start as a nursery school in 2015 and expand to primary and senior secondary levels by 2023. The school aims to shape young minds through an excellent educational platform and recreational offerings. It will generate revenue through student fees and renting out space. Market research and addressing challenges like teacher availability and strategic partnerships will be important initial steps.
This document provides information about the "Education Grants Forum 2010" conference to be held on May 26-27, 2010 in Arlington, VA. The conference will provide attendees with information and training to help them understand the current education grants landscape, identify available funding opportunities, develop effective grant proposals, and obtain funding using proven strategies. Specific sessions will cover topics such as the latest education funding trends, developing successful grant applications, targeting reliable funders, and avoiding common mistakes in the proposal process. Attendees can earn up to 12 CPE credits. Registration, lodging, and other logistical details are also provided.
This document discusses research on effective professional development for STEM educators. It identifies nine key characteristics of high-performing schools, including clear focus, high standards, effective leadership, collaboration, aligned curriculum and instruction, monitoring of learning, professional development, supportive learning environments, and community involvement. The document emphasizes that simply working harder is not enough; schools must implement second-order changes like professional learning communities. It provides guidance on selecting goals for structural changes, STEM content, and learning processes to guide the design of STEM professional development programs. The goals should be aimed at research-based best practices and improving student learning outcomes.
The document outlines a business plan for Purushottam Public School in Delhi, India. The school aims to provide quality education to middle and lower class students between ages 4-17 earning €50-€550 per month. It will start as a nursery school in 2015 and expand to primary and senior secondary levels by 2023. Key aspects of the plan include conducting market research, securing partnerships, and managing costs and revenue projections to achieve profitability and break even. Initial funding, availability of teachers and land, and strategic partnerships are identified as key challenges to validate and address.
The document outlines a business plan for Purushottam Public School in Delhi, India. The school aims to provide quality education to middle and lower class students between ages 4-17 earning €50-€550 per month. It will start as a nursery school in 2015 and expand to primary and senior secondary levels by 2023. Key aspects of the plan include conducting market research, securing partnerships, and managing costs and revenue projections to reach profitability. Initial funding, availability of teachers and land, and strategic partnerships are identified as challenges to validate and address.
This document provides information about the "Education Grants Forum 2010" event taking place on May 26-27, 2010 in Arlington, VA. The forum will provide training and workshops to help participants understand the current education grants landscape, identify available funding opportunities, develop effective grant proposals, and learn strategies for obtaining funding. Specific sessions will cover topics like the latest education funding trends, how to craft competitive proposals, and targeting reliable funding sources. The event is intended for those involved in seeking and managing education grants, including superintendents, principals, and grant writers.
This document provides an agenda and background information for a summit on sustaining school turnaround efforts at scale. The summit goals are to explore challenges of implementing turnaround strategies district-wide and identify ways to work together to increase success rates. It includes a list of participating districts and partners, as well as the agenda which focuses on building principal and teacher capacity, using data, extending time, and strengthening community ties. Breakout sessions will generate lessons to share, with the goal of communicating strategies to continue improvement once initial funding ends.
This presentation defines and explores how school districts can fund schools through a more decentralized system that connects extra dollars to students that require additional resources.
The document discusses the organizational structures of the CPS Office of School Improvement, Office of Transformation Support, and Office of School Turnaround. It outlines the roles and responsibilities of various positions within these offices to support school turnaround efforts through project management, data analysis, hiring, knowledge management, and teaching and learning. Over 17,000 students are currently being served through turnaround and restart schools managed by these offices using federal reform models.
1. Districts face challenges accurately reporting per-pupil spending at the school level due to centrally reported costs and shared services. They will need to assess accounting practices and potentially reallocate some central costs.
2. Variation in per-pupil spending across schools is often driven by factors like student need, school programs, and size rather than inequity. Districts must analyze drivers of differences to understand resource allocation.
3. Financial reporting alone does not capture issues like teacher quality that influence equity. Districts should consider broader metrics and strategies to address non-funding factors affecting student outcomes.
Boston's turnaround strategy for underperforming schools involved 4 phases over 3 years and focused on 7 core elements:
1. Replacing school leaders and over 50% of teachers, securing additional funding, and extending the school day in phase 1.
2. Schools showed overall improvement in phase 2, exceeding growth and proficiency targets in math and English. Attendance also improved.
3. Phase 3 focused on high-quality teaching, progress monitoring, differentiated supports, and strategic use of time.
4. Partners provided data and academic supports while new systems focused on data-driven instructional cycles and progress reviews to achieve the goal of student and school success.
This PowerPoint presentation was used in our April 3, 2014 webinar titled, "Student-Based Budgeting: Is it Right for Your District?" Based on ERS' publication of the same name, this webinar featured a detailed conversation on the realities of implementing this funding system. More at http://www.erstrategies.org.
The document outlines five core strategies for whole school reform: 1) excellence in leadership and instruction, 2) increasing instructional time, 3) fostering a no-excuses culture of high expectations, 4) frequent assessments to improve instruction, and 5) daily tutoring in critical growth years. It then lists classroom and building indicators of a culture of high expectations, such as standard-based classrooms, student work displayed, and school-wide goals. Screenshots provide visual examples of implementing a culture of high expectations.
The document discusses how schools can improve student outcomes by strategically allocating resources. It provides examples of how two schools/districts were able to do this. District A realized 9th graders had larger class sizes and more novice teachers so they reassigned teachers to reduce 9th grade class sizes. School X found math teachers had higher loads so they revised schedules to pair students with the same teacher for multiple periods to lower individual teacher loads. Reallocating resources like this based on data can boost student achievement compared to the traditional one-size-fits-all approach of the past 50+ years.
ERS presented its findings from our School System 20/20 diagnostic of DPS on March 15, 2017 to the district's leadership team, board of education, and members of the Denver education community.
The document discusses a card game activity called "School Budget Hold 'Em" that is meant to get participants to think creatively about how to restructure a school district's budget and priorities in order to improve performance. The game uses cards representing different investment and savings options that participants can choose to include in their "hand" to meet a 5% budget reduction target. Playing the game is intended to build understanding of transformation opportunities and help promote more strategic discussion around resource allocation.
The document discusses how districts can leverage federal stimulus funds from the American Recovery and Reinvestment Act (ARRA) to drive reform. It recommends that districts 1) invest one-time recovery funds to build infrastructure and ease transition, 2) make short-term spending decisions that begin to reallocate resources to new priorities, and 3) take on difficult resource reallocations to position themselves for long-term transformation beyond the stimulus funds. The document emphasizes that truly changing resource allocation will require difficult trade-offs.
This document discusses how school districts can continue improving teaching quality during tough economic times. It recommends that districts rethink how they spend money on professional development by aligning spending with long-term strategies, reallocating funds from non-strategic areas, and ensuring internal practices support teaching quality goals. Stimulus funds should support sustainable reforms rather than ongoing costs.
This two-day conference focused on evaluating teacher and principal performance to spur innovation and change in K-12 education. Day 1 covered creating a culture of performance, understanding performance measurement requirements from the federal government, developing meaningful measures and metrics, and managing performance. Day 2 featured a case study on a high-performing school and understanding federal and private grant opportunities available under new Elementary and Secondary Education Act requirements. Performance measures would be used to evaluate eligibility for incentive-based funding and competitive monetary rewards.
The document discusses reflections on resources for turning around low-performing schools. It suggests:
1) Interventions should address each school's specific needs related to breaking cycles of poor performance.
2) Districts should reconsider existing resources and staffing levels before adding new resources, using turnaround as an opportunity to move toward more equitable funding.
3) Additional resources should focus on building leadership and teaching capacity to provide short-term academic acceleration for students while the school improves.
The document provides information on developing a performance management system for teachers in 3 key areas:
1. It outlines the components of an effective performance management system for teachers, including clear job descriptions, recruitment/selection, performance standards, training, feedback, and compensation.
2. It discusses creating a performance management process beginning with hiring, orientation, goal setting, and ongoing feedback/development to engage teachers.
3. It emphasizes the importance of individual teacher effectiveness through continuous training/empowerment, support for innovation, and a standardized appraisal system to facilitate development.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Maintenance and other Operating Expenses MOOE and School Based Management SBM...ijtsrd
The study investigated the extent of Maintenance and Other Operating Expenses MOOE utilization relating to School Based Management SBM performance of public secondary schools in Samar Island for school years 2016 2019. Jericho D. Ecija "Maintenance and other Operating Expenses (MOOE) and School Based Management (SBM) Performance of Secondary Schools in Samar Island" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38096.pdf Paper URL : https://www.ijtsrd.com/management/public-sector-management/38096/maintenance-and-other-operating-expenses-mooe-and-school-based-management-sbm-performance-of-secondary-schools-in-samar-island/jericho-d-ecija
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
This document provides an overview of the North Carolina State Board of Education's (SBE) fiscal year 2020-2021 budget presentation to the state legislature. It outlines the order of the presentation, the SBE's legislative priorities and 2025 strategic plan, and budget requests to support priorities like early grade reading, teacher preparation and compensation, principal preparation and compensation, and supporting student mental health. Specific funding requests include increases to teacher and principal pay, expanding pre-K access, and providing culturally responsive training for educators. The presentation establishes the SBE's strategic vision and aligns budget requests to priorities around eliminating opportunity gaps, improving school performance, and increasing educator preparedness.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
This presentation from Education Resource Strategies highlights the opportunities of resource allocation reviews to be more than a compliance exercise and create meaningful change for students.
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
Part 2 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
This document outlines Miles Intermediate School's strategic plan for improving student achievement. The plan focuses on building teacher capacity, implementing the International Baccalaureate program, and establishing systems to support student growth. Key priorities include improving literacy and math skills, preparing students for global diversity, and increasing parent engagement. The school will provide targeted professional learning, implement rigorous projects, and strengthen partnerships to achieve these goals. Funding will support teacher training, data analysis, and resources for the IB authorization process. The strategic plan is intended to help Miles Intermediate increase test scores and other performance measures.
American education is facing challenges including budget cuts, increased standards, and high teacher attrition. Effective talent management can help districts improve teacher effectiveness and retention by providing personalized learning, tracking performance, and supporting career growth. Integrated talent management systems allow districts to deliver differentiated instruction to educators through all stages of their career. These systems make talent management more efficient and data-driven while empowering teachers with customized development opportunities. Case studies show districts that implement talent management software see benefits like increased compliance, insight into training needs, and improved outcomes.
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2) Problems with the education system like outdated curricula that lack interactive elements and focus on rote learning. Infrastructure issues in many schools are also discussed.
3) Ways non-governmental organizations can help complement government efforts by reaching remote communities and addressing issues like girl child literacy.
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ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
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Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
The document discusses equitable school funding and resource allocation. It defines equitable funding as schools receiving resources comparable to student needs and what is required to reach high learning goals, rather than equal funding based only on size. It shows funding inequities between states, districts, and schools. Schools with more students in poverty often receive less funding and have lower student outcomes. The document advocates for allocating more resources to schools with higher student needs to support all students reaching high standards. Districts should ensure equitable and transparent funding across schools.
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Leading Education Reform in an Era of Limited Resources
1. Leading Education Reform
in an Era of Limited Resources
LEE Policy Leadership Academy
Rethinking Resources
for Student Success July 28, 2012
2. Education Resource Strategies: Who we are
ERS is a non-profit dedicated to helping
school systems spend and organize
time, talent and technology to create
great schools at scale
Education Resource Strategies 2
3. Public Ed budget gaps will continue
$850,000 Budget Gap by 2017 is 9.1%
$800,000
$750,000
$700,000
Current spending
$650,000 trajectory
Likely revenues
$600,000
$550,000
$500,000
Source: Marguerite Roza, Research Associate Professor at the University of Washington's College of Education and Senior Scholar at the
Center on Reinventing Public Education. November 2011; Current spending trajectory assumes no incremental reforms and spending growth
of 4%
Education Resource Strategies 3
4. Why?
Increasing:
• Teaching salaries
• Benefits
• Special Ed programs
• COLA (cost of living adjustments)
Declining:
• Tax revenue
• Enrollment
• Federal Funds
Education Resource Strategies 4
5. We have created a labor intensive public
education system – salaries and benefits
increase every year
Growth in Per Pupil Expenditure
(1970-2005)
Salaries & Benefits
26% 23%
Increase # non-teachers (excl SPED)
Increase # of teachers (excl SPED)
Increase # SPED staff
Increase Benefits Rate
10%
21% All Other
19%
Almost 75% of growth in spending came from
salaries and benefits
Source: The Parthenon Group, 2007 from NCES; Educational Research Service; Parthenon Analysis
Education Resource Strategies 5
6. Public education jobs continued to grow
through recessions
Source: Marguerite Roza
Education Resource Strategies 6
7. Typical responses preserve current
structures and attempt to do less with less
Furlough days Across the board cuts
Frozen salaries Incremental staffing
ratio adjustments
Education Resource Strategies 7
9. Why is restructuring difficult?
Currently “Inputs” are dictated to schools…
…But schools are accountable for “outcomes”
Input Discrete Time Teacher Class Size
Subject Requirements Certification
Requirements (Carnegie Units)
Desired College and Subject matter High quality Individual
Outcome Work ready proficiency instruction Student
HS graduate Attention
Education Resource Strategies 9
10. Who is dictating the inputs?
Federal
Com-
State
munity
School
District Union
Education Resource Strategies 10
11. The four highest priorities for restructuring:
1. Restructure teaching job and compensation structure
2. Rethink standardized class size model
3. Shift special education spending
4. Optimize existing time and extend where needed
Education Resource Strategies 11
12. A typical district devotes 1% of 1. Restructure teaching compensation
2. Rethink class size model
teacher compensation spending to 3. Shift special education spending
4. Optimize use of time
reward increased contribution
$500 Million
24%
Benefits
>1% Increased Contribution
27% Longevity
7% $35M
Education
Base
42%
Source: ERS Analysis
Education Resource Strategies 12
13. 1. Restructure teaching compensation
How can teachers increase 2. Rethink class size model
3. Shift special education spending
their contribution? 4. Optimize use of time
Assume a leadership
role in the school
and/or district
Individual and team- Innovate better ways to
deliver instruction and
based
improve student
measurements of outcomes
student growth (academic, behavioral)
Take on larger class
Take on a position in
sizes or more
a high-priority school
challenging classes
Education Resource Strategies 13
14. Typical districts have 1. Restructure teaching compensation
2. Rethink class size model
opportunities to target class sizes 3. Shift special education spending
4. Optimize use of time
to priority subjects and students
Avg Class Size by Subject Area Avg 9th Grade Math Class Size by
District T Student Performance Group
District P
30
27
30 27
26
24 25
20 18
20
10
10
0 0
9th Grade Core Class 12th Grade Non-Core Repeaters Double One Basic Proficient
Size Class Size Basic &
Advanced
Low Performers High Performers
*Core class defined as ELA, Math, Science, Social Studies and Foreign Languages; Non-core defined as Art, Computer Literacy, Vocational,
Source: District T and District P high school course data (internal – Resource Mapping presentation); District P 8 th grade state standardized test
scores
Education Resource Strategies 14
15. 1. Restructure teaching compensation
2. Rethink class size model
Special Ed is often used as a 3. Shift special education spending
4. Optimize use of time
catch-all program
Special Ed Enrollment in “Softer” Categories as
Percent of Subgroup
18% Example urban district
16%
14% 16%
12%
10% Subgroup
8% 10%
9% 9% Other
6%
4% 5% 5%
2% 4% 4%
0%
Low IncomeAfrican Amer Male LI AA Male
This is Expensive – Spending per pupil for Special
Ed is typically 2X – 4X compared to Gen Ed
“Softer” Special Ed categories include Emotional Disabilities, Mild Intellectual Disabilities and Specific Learning Disabilities.
“Harder” Special Ed categories include Deaf-Blindness, Developmental Delay, Hearing Impairment, Multiple Disabilities, Orthopedic
Impairment, Intellectual Disabilities – Moderate and Severe, Traumatic Brain Injury (TB) and Visual Impairment
Source: Example district student database
Education Resource Strategies 15
16. 1. Restructure teaching compensation
2. Rethink class size model
Spending on Special Education has 3. Shift special education spending
4. Optimize use of time
increased significantly
Federal Grants to States for Special Education
Special Education >$11 Billion
spending has grown
from 4% to 21% of
total school
spending between
1970 and 2005
Is the increased spending
worthwhile?
<$250M
The drop out rate for students
with disabilities is two times
that of general education
students
--U.S. Dept of Education
*Sources: “Rethinking Special Ed Spending” by Frederick Hess, Education Next, 6/16/2011; 2006 U.S. Budget, Historical Tables; “The Dropout
Rate of Special Needs Students” by Finn Orfano 10/26/2010 in Bright Hub quoting statistics from the US Dept Of Education
Education Resource Strategies 16
17. Typical schools allocate time in 1. Restructure teaching compensation
2. Rethink class size model
rigid blocks that don’t change 3. Shift special education spending
4. Optimize use of time
based on need or priority
9th Grade Student Time
by Student Performance Category
District P
Core Non-Core Support & Enrichment
100%
90% 24%
29% 28% 27% 32%
80%
% of Instructional Time
70%
60%
50%
40% 75%
70% 69% 72% 67%
30%
20%
10%
0%
All 9th Graders Repeaters Double Basic 1 Basic Proficient/Advanced
9th Grade Student Performance Category
Low Performers High Performers
Core class defined as ELA, Math, Science, Social Studies;, Foreign Languages ; Non-core defined as Art, Computer Literacy, Vocational
Source: District P HS Course Schedule Data SY0910, ERS HS Resource Use Analysis
Education Resource Strategies 17
18. 1. Restructure teaching compensation
How can schools transform 2. Rethink class size model
3. Shift special education spending
how time is used? 4. Optimize use of time
Larger Class
vs.
Larger Class Larger Class
Education Resource Strategies 18
19. What can districts and schools do to
optimize use of resources?
1. Restructure Teacher Comp
•Limit teacher compensation directed 2. Rethink Class Size Model
towards steps and lanes •Strategically raise class sizes where
•Build new evaluation systems to accurately appropriate
measure teacher effectiveness •Highlight class size vs. teacher quality
•Compensate for increased responsibilities trade-off
& contribution
3. Shift Special Ed Spending 4. Optimize Use of Time
•Reduce Special Ed spending on
•Longer blocks in key subjects for
subscale programs
struggling students
•Move away from class size mandates
•Regularly adjust time and staffing
•Invest in early intervention
according to student progress
•Integrate special ed with gen ed as
•Leverage technology to redefine
much as possible by employing dual
instruction
certified and teacher teams
Education Resource Strategies 19
20. Trade-offs for Transformation
For the same cost a typical 25,000 student urban district can:
Pay the top contributing
Reduce class sizes
grades 4-12 by 2
OR 15% of teachers $10K
more
Add 60 minutes to the
Allow benefits spending school day in the 25%
OR lowest performing
to increase by 10%
schools
Provide half-day pre-K
Give all teachers annual
step increase OR for 50% of incoming
Kindergarten students
ERS’ District Reallocation Modeler (DREAM)
Education Resource Strategies 20
21. Now it’s time to play …
Hold „Em Experience
School Budget Hold‟em Ga DOE + 5 districts
An interactive game to help districts Rochester, NY
make thoughtful trade-offs as part of
the budgeting process Duval County, FL
Encourages transparency and Prince George‟s County, MD
accessibility
Memphis, TN
Cleveland, OH
Aspen CFO/CAO network
Council of Chief State
School Officers
PIE Network
Education Resource Strategies 21
22. Why a card game?
Allows you to put on the hat of school district leaders and
understand the tough choices they must make
Removes us from the traditional budget process of
fighting for resources within silos
Focuses on investing in district priorities by freeing
resources from low value- added “historic” uses
Enables teams to engage in open exploration of a range of options
available to the district in a low stakes environment
Builds understanding of relative size of different options
Playing cards frees “non-spreadsheet” types to interact in new ways
with the budgeting process
Education Resource Strategies 22 22
23. ERS Resources:
School Budget Hold ‘Em is more than a game …
... it's an interactive exploration of the thoughtful trade-offs school
administrators have to make in these challenging budget times.
What is a Hold „Em Card?
Category Class Size 2.0% Investment or
Savings as % of
Description of savings budget
or investment option
Explanation
FYI: Additional
information
Education Resource Strategies 23 23
24. How to play:
The Object of the Game
Use the Hold’em cards provided to create a “hand” of investment and
savings options to create a budget that moves toward improved district
performance while still meeting a budget reduction target of 5%.
Instructions
Step 1 Assign Roles and Review Process (score keeper, task 5 min
master, speaker for share-out)
Step 2 Read: Quickly read through the sample deck and create 10 min
piles for “yes,” “no,” or “maybe” for each option.
Step 3 Review priorities and select your investments: As a group 15 min
review the scenario and priorities presented and then
identify the top investments you would like to include in
your hand.
Step 4 Finalize your hand: Identify new budget total and find 10 min
savings to meet it.
Education Resource Strategies 24
25. Setting the Context
Imagine you are the Superintendent of District X:
Enrollment/Size: Mid-Large size district with recent enrollment
declines
Budget: Current gap is 8%; in fourth year of budget cuts – already
cut central office and other operations
Demographics: 45% F&R, 15% Special Ed, 6% ELL
Student Performance: Low in reading/avg in Math – low
performers concentrated at 25% of schools
Teacher Comp: 90% of increases over base due to education/
experience
Teacher PD: 4 staff days/year; 75 min daily prep; 45 min
collaborative planning
Teacher Evaluation: Not historically rigorous
Education Resource Strategies 25
26. Things to consider…
Select cards carefully – not all the choices are strategic; larger
hands mean more initiatives in place
Consider inter-relationships – Not all choices are independent of
each other. Some choices may reduce the value of other choices –
you can choose one or the other or make a rough estimate of
additional changes.
Accept approximation – The budget percentages are estimates
built from averages and including high-level assumptions. They are
meant to be directionally correct, but actual district results could
vary widely.
Budget cutting in education means cutting staff positions – there will
be pain, the question is whether there are ways to leverage it to
accelerate the freeing of resources from unproductive structures
Education Resource Strategies 26
27. Discussion Questions
1. What were the biggest insights and/or surprises regarding opportunities for
district transformation during budget-cutting times?
2. What particular investments or savings would be feasible or challenging in
your state?
3. What role can school boards, state legislators or other elected officials
play to achieve desired investments and savings?
4. What action will you take?
Education Resource Strategies 27 27
28. Take Action
Play Hold‟em: holdem.erstools.org
– Encourage your network to consider a new conversation
around trade-offs
– Facilitators’ Guide allows groups to play independently
– Online version allows you to share your hand
Use your role to advance reform
– Change the debate over how to navigate tough times
– Continue to advocate for changes in state laws that limit effective
resource use
Education Resource Strategies 28 28
29. Want to play again?
1.
1 Play using the complete deck with 60 cards
2.
2 Play online at holdem.erstools.org
Please return the “mini-decks” to us!
Education Resource Strategies 29 29