Case Studies of Gold Standards and Teacher Quality

Ensea Chile Final Report

4 December 2014
Delivered by: Majak Anyieth, Matt Pinover, Maggie Guzman,
Zoe Rae Rote, CJ Pine

Outline
1. Executive Summary .................................................................................................................. 2
2. Gold Standards
(a) Knowledge is Power Schools (KIPP) ........................................................................... 3
(b) King Solomon Academy (KSA) .................................................................................... 5
(c) Yes Prep Schools (YES) .............................................................................................. 7
3. Teacher Quality
(a) KIPP ............................................................................................................................. 8
(b) YES Prep ...................................................................................................................... 9
(c) Chicago Public Schools (CPS) ................................................................................... 11
4. Recommendations for Ensea Chile ...................................................................................... 14
5. Implementation Hurdles .......................................................................................................... 18
6. Conclusion .............................................................................................................................. 19
7. Appendix ..................................................................................................... Separate Document

Executive Summary
The purpose of this project is to (1) identify the gold standards of success used by highachieving example schools, (2) identify how example schools measure and improve teacher
quality, and (3) formulate specific recommendations for Ensea Chile for gold standards,
metrics, and best practices for success.
Ensea Chile provided the DAT team with a list of leading schools that it viewed as relevant role
models. The DAT team evaluated the (1) Knowledge is Power Program (KIPP), (2) the King
Solomon Academy (KSA), and (3) the YES Prep School. The following document identifies the
gold standard that each organization uses to measure its own success and the theory of change
for why that standard is used. It then identifies specific metrics along with a list of the
organizations best practices designed to reach the gold standard.
As for teacher effectiveness, research shows that the quality of an education system cannot
exceed the quality of its teachers. The DAT team includes relevant best practices that (1)
Knowledge is Power Program (KIPP), (2) YES Prep, and (3) Chicago Public Schools use to
define and measure teacher quality. The DAT team emphasizes the role of tutors in improving
teacher training and also compares the effectiveness of select teacher evaluation programs.
The DAT team recommends that Ensea Chile use the following gold standard: Preparing
Students for a Meaningful Future. Implementing this definition of success would allow Ensea
Chile to more clearly measure its own achievement and growth. The gold standard articulates
Ensea Chiles current vision that One day, all the children in Chile will have the ability to
choose their own future. This document includes recommendations for best practices that
Ensea Chile may implement in order to strengthen students chances at achieving a better
future. Specific recommendations regarding university partnerships and other services that
benefit an entire school may also strengthen Ensea Chiles relationship with principals and
national image. Additionally, the DAT team suggests a re-evaluation of the current tutor training
program and the tutor-to-teacher ratio within Ensea Chile, as well as consolidation of its three
observation rubrics. The document ends by identifying hurdles to implementation that will
require particular attention from Ensea Chile.

Gold Standards
Knowledge is Power Program (KIPP)
Gold Standard: C+C (College graduation + Character development)
Theory of Change: Demanding excellence while providing outstanding educational
opportunities will enable all students to achieve the goals of college graduation and character
development.
Metric 1: College Graduation Rates
Best Practices:
KIPP Through College (KTC) Program:
Provide support to eighth graders to apply for admission and financial aid to
competitive high schools
KTC counselors are placed in KIPP schools to advise students throughout high
school, helping them prepare for college entry and understand college financing
Offer leadership workshops, guided visits to universities, summer programs,
enrichment activities, and standardized test preparation classes to high school
students (in addition to the in-school, rigorous college-prep curriculum)
KTC counselors communicate with former KIPP students (who are now in
college) via phone and e-mail and occasionally visit them at college
While the students are in college, KTC continues to offer them support and
guidance regarding academic progress, career options, social pressures, and
financial aid; the goal is to ensure that students have the support system they
need to thrive and graduate from college
After students graduate from college, KTC offers career readiness workshops,
networking events, and continued individual counseling (comprehensive career
services)
Make it understood that ALL students will pursue a college degree
Hang college banners in hallways
Forge partnerships with Universities to ensure students have the resources and support
they need once they arrive on campus (efforts to prevent college dropout)
Take students on field trips, class visits to universities, and out-of-school activities that
promote this college mindset
Metric 2: Character Development, measured by assessments from The Character Lab
Best Practices:
Partnership with the Character Lab to assess student progress using the Character
Report Card
Measure grit, optimism, self-control (school work), self-control (interpersonal),
gratitude, social intelligence, curiosity, and zest
3

Assessment consists of student self-assessment and evaluation from five

teachers (whose scores are averaged)
Evaluated on a 1 (almost never) to 7 (almost always) scale
Available in Spanish and English, free online
Based on assessments, teachers can adjust their approach and give extra support to
students who need help cultivating certain characteristics
Ex: If student lacks grit, teacher should increase rigor and expectations (AND
support to achieve these standards) to help student cultivate and intensify grit
Reassessment to measure growth (four times yearly)
Create a school environment in which strict behavioral standards encourage every
student to develop into a better person

King Solomon Academy (KSA)

Gold Standard: College Readiness
Theory of Change: Attending college signifies academic success and opens the door for
students to choose their own futures.
Metric 1: College Entrance Rates
Best Practices:
Explicit identification: large sign in the main lobby says Climbing the mountain to
university.
Classes/hallways are named after the university or university city that the class teacher
attended as a reminder/inspiration for students
In secondary school, students who work hard are rewarded with a week-long residential
at one the country's top universities at the end of the year
A pays lip reward system is used as the selection criteria. Students receive
15/day (in fake money) for showing up to class. If they have 75 at the end of
the week they can participate in Friday afternoon enrichment activities, if not
they receive detention. Every merit or demerit corresponds with a 2 addition or
subtraction. Students with an average weekly balance of 100 or more at the end
of the year win the week-long residential at an university
Financial support is available for students who find internships in the summer
As a member of the ARK network, KSA has access to higher education partners
including: Oxford, University of Birmingham, Imperial College of London, and the
University of Sussex, along with corporate partners who may provide post-graduation
opportunities for students who choose not to attend university
Metric 2: General Certificate of Secondary Education (GCSE) Exams
Best Practices:
Advertised GCSE 2014 scores (93% of the 16 year old students at KSA achieved at
least five A*-C marks while the national average for this result was 63%):
This statistic features prominently on the homepage of KSA's website, is
displayed on bar graphs as number one among ARK's network, and has
appeared in The Economist, The Guardian, and BBC News
KSA is among the top 20% of schools in the UK for the percentage of pupils from
ethnic minority groups and the percentage of pupils who speak English as an
additional language
3 demerits a week leads to detention and severe misdemeanors can lead to isolation
from the classroom.
Headmasters visit the home of every new student.
Emphasis on English and math as a foundation for success in other subjects: depth over
breadth.
Prioritization of counting and letter formation in early grades.
5

Literacy taught with an aim for developing a love for reading.

Compulsory music engagement in an orchestra: all students given a stringed instrument.
Volunteers through partnership with City Year, a Boston-based non-profit, and
corresponding sponsorship by Deutsche Bank. KSA was the first secondary UK school
to partner with City Year which recruits volunteers (corp members), aged 18-25, for a
year of service. These members serve as pastoral and academic role models, supervise
playtimes, and run literacy interventions, breakfast clubs, after-school activities, and oneon-one or group tutor sessions for focus-list children.
Teachers trained to recognize cognitive load: avoid overloading information in order to
maximize students' working memory
Teachers write down their learning objectives for every class on the board

YES Prep Schools

Gold Standard: College Readiness
Theory of Change: Attending college creates life-changing opportunities for students from lowincome communities.
Metric 1: College Entrance Rates
Metric 2: In-School Common Exams. These are internal exams designed and delivered by
YES Prep Teachers.
Best Practices:
High Expectations: These are promoted through difficult internal exams (Common
exams) and the YES Think, a collection of phrases aims at motivating and keeping
students focused
Redefining what is possible
100% everyday
Whatever it takes
Student Intervention: Students attend extended schools days and their needs are the
schools highest priority. Teachers are willing to stay after school to help students who
are falling behind in academics.
Enrichment Opportunities: Students participate in rigorous academic summer program
such as Duke TIP and Breakthrough Houston. These complement the schools rigorous
academics and give students more experiences that make their college applications
competitive.
Strong Personalized College Counseling: A small group of students has a college
counselor who helps them identify colleges that would best suit them and help them
through the college application process.
Professional Visits: Students visit colleges around the country; this motivates them.
Classes Named after Universities: Helps students remain focused on the gold standard
as serves as a source of motivation.
Service Opportunities: Students volunteer in their community. This enriches their
experience, makes them more competitive college applicants, and gives them leadership
experience and opportunities to give back to their community.
Resources:

Yes Prep Schools

http://www.yesprep.org/

Teacher Quality
Research shows teacher quality is crucial to improving an education system. This section
provides case studies of effective teacher development and evaluation strategies of KIPP, YES
Prep, and Chicago Public Schools. We emphasize the importance of tutor training on improving
teacher quality and effectiveness.
KIPP Schools

Goal: Excellent teaching means students learn, grow, and achieve transformative life outcomes
Framework for Excellent Teaching: Excellent KIPP teachers are aware that their beliefs and
characters shape how they communicate and are perceived by others. Their framework
revolves around four core competencies:

1. Self and Others: Teachers have the ability and willingness to continue learning, express
communication effectively, are self-aware and able to self-adjust.
2. Classroom Culture: Teachers understand they must create a tangible and intangible
environment in the classroom that fosters joyous engagement and student ownership on
their individual and collective successes. They set clear expectations for students and
help them invest and work towards their college and life dreams.
3. Teaching Cycle: plan and execute rigorous and engaging lessons. They use student
data to move towards certain objectives. KIPP teachers recognize that even the smallest
details can have big impacts on students.

4. Knowledge: Ultimately, teachers must know and master what they are teaching. They
must be aware of a childs development range and what children are able to accomplish.
Additionally, the teachers must be able to differentiate know the strengths and
weaknesses of each individual student
Leadership Competency Model: Teachers are not born, they are made. Its not about
hiring the best teachers but about developing them. Leaders (principals or tutors) teach by
example. They have often taught in rough communities and have helped students with high
disadvantages achieve high standards

KIPP offers a variety Leadership Development Programs, Continuous Learning Opportunities,

Leader Retreats, School Summits, and Individualized Leadership Coaching.

Resources:

KIPP Framework for Excellent Teaching

http://www.kipp.org/our-approach/excellent-teaching

KIPP Leadership Competency Model and Brochure

http://www.kipp.org/files/dmfile/KSLP_Brochure_2014.pdf

YES Prep Schools

Goal: Attract excellent teacher quality by weighing personality traits more heavily than skillsets
when selecting teachers. Focus on a program that will develop those people into outstanding
teachers.
Core competencies: Yes Prep has achieved incredible student gains with a teacher force that
averages 1.8 years of experience. Less than 30% have an education degree. They have figured
out the teachers characteristics correlated with success in the classroom. It has less to do with
skillset and more to do with personality traits. The following personality traits have been
identified as effective in achieving high student outcomes:
Resilience
High energy mode
Proactivity
Willingness to deal with conflict and strive for best solutions.
Outspoken
Perfectionist
Driven
Training and Development Yes Preps Teaching Excellence Program:
Begins with 80 hours of pre-service instruction.
A rigorous, one-year, on-the-job training follows.
Each teacher is paired with an instructional coach, a high-performing teacher who will
serve as a mentor.
Yes Prep has a 12:1 coaching ratio. They experimented with 20:1 and found 12:1
to be more efficient in terms of support and resource constraints.
Coaches are in the new teachers classroom once every 7 to 10 day.
Please find Yes Preps Instructional Coach Job Description in the Appendix
Second year of trainings: Less frequent meetings with coach and classroom
observations.
Please find Yes Preps First-Year Induction Program in the Appendix
Measurement: Based on those of TFA and Aspire Public Schools
Uses a combination of classroom observations, student performance data, and selfassessments to make sure they align with YES Preps standards
Please find Yes Preps comprehensive Performance Management Rubric in the
Appendix.
Resources:

Yes Prep Website

www.yesprep.org

The Bridgespan Group

http://www.bridgespan.org/Publications-and-Tools/Education/YES-Prep-Introduction.aspx#.VHTO1fF_pY

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Chicago Public Schools (CPS)

Reorganizing Educators Advancing CHicago Students (REACH Students), which first took
effect during the 2012-2013 school year, is an initiative within the Chicago Public School (CPS)
system that aims to improve the methods by which teachers are evaluated.

Theory of Change: More effective evaluations of teachers will lead to a better understanding
on how to improve teacher quality; improving teacher quality will directly result in improved
student learning outcomes.
Definition of Success: Evaluation methods should be deemed effective if they fulfill the
following two goals:

Differentiation: Typically, the distribution of evaluation scores looks one of two ways: (1)
all teachers receive the same good but not great score in every category; (2) half the
teachers receive the best score in every category and half the teachers receive the worst
or 2nd worst score. This is a problem. In reality, teachers scores should vary across
categories and be more greatly differentiated. Satisfied by REACH: YES1

Consistency: Teacher evaluation scores should (1) be highly correlated across

evaluation methods (i.e. scores from teacher observation should, for the most part,
match opinions expressed in student surveys) and (2) be independent of the person
performing the evaluation (i.e. for a given teacher, the score should be the same
regardless of who is the observer). Satisfied by REACH: YES2

Primary Evaluation Method: Observation of Teachers based on the Danielson Framework for
Teaching (D-FfT). Please see the full breakdown of the D-FfT in the Appendix.

Pre ObservaLon
Conference (PrOC)

Classroom
ObservaLon (CO)

Post ObservaLon
Conference (PoOC)

Throughout the
Course of the Year

15-20 minute meeLng

with the teacher to
evaluate Domain 1 of D-
FfT

Within 5 days of PrOC

Length: 45 minutes or
full lesson
Evaluate Domains 2 and
3 of D-FfT

5-10 days aWer CO

Evaluate some of
Domain 4 of D-FfT
Provide ConstrucLve
Feedback

Evaluate rest of Domain

4 of D-FfT based on
teacher's role outside
the classroom

Under the evaluation system prior to D-FfT, the percentage of teachers in CPS receiving a 3 or 4 evaluation score
was around 93% (CCSR). Under D-FfT, only about 5% of teachers actually deserve a 4, with 40% deserving a 3,
40% deserving a 2, and the final 15% deserving something below a 2 (Telephone Interview)
2
According to studies by both the CCSR and the MET, teacher ratings provided by the Danielson Framework for
Teaching (D-FfT) are highly correlated to students year over year (YOY) performances in reading and math. Refer to
Appendix: Document 3 for more details (ASCD Presentation)

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Student achievement (standardized and performance tests) also factors into a teachers final
evaluation score with student surveys serving as a supplement to this score. However,
observation accounts for 75% of this score for core subject teachers and an even greater
percentage of this score for non-core subject teachers.
Best Practices:
Incorporation of Teacher Input in the Creation of the Evaluation Processes: REACH
represents a collaborative effort between teachers, the CPS, the Chicago Teachers Union
(CTU), and third party consultants, including Charlotte Danielson, founder of the Danielson
Framework for Teaching. During the four months it was being drafted, the CPS and CTU met
over 30 times for a total of over 90 hours, and, to this day, they are still meeting, continually
negotiating how it can be improved. Because teachers had and still have a say in its creation,
they more easily buy into it, as evidenced by the statistics in the CCSR study.
Formal Mandatory Trainings for Observers (Tutors): It is imperative that observers are well
trained and certified on the procedures and performance of evaluation. As Charlotte Danielson
warned, effective observation of teachers requires a great deal of time and resources, and,
unless observers are properly trained and on the same page, it is not worth pursuing. Ms.
Danielson credits observer training as the main reason her framework for teaching has been
successful in CPS. CPS currently outsources training of classroom observers to a third party
company called Teachscape.
The training includes:

Online training modules on every criteria of the observation rubric

Video examples of classroom teaching at all performance levels
Score practice for observers with instant feedback from specialist scorers.
Certification of observers skills through a final proficiency assessment that is both video
and multiple-choice based
Follow-up training exercises throughout the year to maintain observers performance
Re-administration of the proficiency assessment in future years to already certified
observers to re-establish scoring accuracy

For more information, please refer to: http://www.teachscape.com/products/focus/overview/forobservers

Routine Pre and Post Evaluative Conferences: Collaboration between teachers and
administrators should not be limited solely to classroom observation time; rather, the two parties
should continually be communicating, building a relationship, and working together to improve.
Ms. Danielson made a point to reiterate that teacher evaluation should not be about the score; it
should be about the conversations surrounding the score and how to improve (Conversation).
She also suggested providing feedback, not only individually, but also in groups to pool together
even more feedback and further enhance collaboration.
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Multiple Short Teacher Observation Sessions rather than a Single Long Teacher
Observation Session: This particular best practice originated from the MET study, conducted
by the Gates Foundation. According to the study, the greater the number of observations, the
less likely that the evaluation is biased by extraneous variables, such as the mood of the
evaluator, the interest level of the material, the mood of the students, etc. In 2012-2013, each
tenured teacher received at least four formal observations while each non-tenured teacher
received at least one (CCSR). These numbers should increase over time.
Mix of Both Formal and Informal Teacher Observation: Formal Observation enables you to
evaluate a teachers preparation leading up to classroom instruction while Informal Observation
enables you to capture a more candid, everyday representation of a teachers instructionone
that is not sugar-coated or improved simply to impress observers. Unlike formal observations,
informal observations are unannounced without a pre observation conference, usually last only
15 minutes, and forward results electronically rather with a post observation conference.
Resources:

Telephone Interview with Charlotte Danielson, founder of the Danielson Framework for
Teaching used in the REACH program. 31 Oct. 2014.
Email: charlotte_danielson@hotmail.com
Mobile Number: 609-468-7695 (Email first)

Recognizing Educators Advancing Chicago Students Website

http://www.cps.edu/Pages/reachstudents.aspx

Teacher Evaluation in Practice Implementing Chicagos REACH Students. Rep. The

University of Chicago Consortium on Chicago School Research (CCSR)
http://ccsr.uchicago.edu/sites/default/files/publications/REACH%20Report_0.pdf
CCSR full summary and analysis of REACH Students Program

ASCD Presentation. Found at the bottom of the right hand column of The Danielson
Group website under the tab framework.
http://danielsongroup.org/framework/

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Recommendations for Ensea Chile

Recommended Gold Standard: Preparing Students for a Meaningful Future

Vision: Attending college (or, when applicable, completing vocational training) creates
opportunities and provides a concrete application of Ensea Chiles vision that One day, all the
children in Chile will have the ability to choose their own future.
Recommended Metrics of Success:
College/Career Entrance Rates
Character Development with an Emphasis on Grit
Metric 1: College/Career Entrance Rates
College/career entrance rates are a suitable metric of success for Ensea Chile for numerous
reasons. College entrance provides a general starting point for ensuring that students have the
education and degree required to make significant choices about their future. For some
students, career entrance better satisfies individual goals. This metric is particularly relevant for
Ensea Chiles work in vocational high schools. College/career entrance rates directly measure
students opportunities upon completion of education with Ensea Chile.
Best Practices:
Counseling: Developing a college readiness program for Ensea Chiles students is an
essential step for ensuring that the most students enter and excel in college as possible.
Ensea Chile could train ECh teachers to perform basic college counseling or, as time goes on,
hire and train separate college counselors (inspired by KIPPs program). The college counseling
program could include the following elements:
Train Ensea Chile teachers or individual guidance counselors to advise students on
college/career options, applications, and college readiness
Offer test preparation classes/resources (for the PISA and PSU) to ensure that students
are prepared to perform well on the exams that will dictate their college options
Offer leadership workshops to further prepare students for college and for post-graduate
life (This also supports Ensea Chiles mission of creating leaders on multiple
dimensions.)
Allow former students to contact ECh teachers/guidance counselors via e-mail to
discuss academic progress, career options, and social pressures. Providing students
with this type of support network will ease the transition into college and give more
students the courage to apply to and stay enrolled in college.
Partnerships (with Colleges and Corporations): Forging partnerships will enable Ensea
Chile to better serve its students during their time with ECh and after they graduate. These
partnerships can also provide services to the entire schools, not just ECh classrooms, perhaps

14

diffusing tensions between ECh teachers and students and those not provided with such
support. Various partner-relationships could include:

Universities
University representatives (or current University students) coming into the
schools (in which ECh works) to talk about opportunities and preparation for
college. They would present to all students, not just to those in ECh
classrooms.
Forging relationships with universities could give students a support network
once they enroll, giving them resources and a go-to person (liaison between
ECh and the university) in case they need guidance. This may also reduce
dropout rates (which KIPP has experienced when implementing a similar
initiative)
Visits to local universities could be used as an incentive or reward for
students who perform particularly well or demonstrate excellent effort in class
Corporations
College may not be for everybody, particularly for students who attend
vocational high schools. Ensea Chile could forge partnerships with
corporations or local businesses in fields in which EChs vocational students
specialize.
This could lead to internship, job placement, or further training opportunities.
Corporate partnerships could also bring volunteers, resources, and attention
to Ensea Chiles fine work.

Motivation: If students are going to perform well in any academic context, particularly a
rigorous one, they must be motivated to do so. By implementing a few simple practices, Ensea
Chile can foster a culture in which students and teachers are motivated to achieve excellence
and work toward the gold standard of ensuring that every student is prepared to succeed in the
next step of his or her life. Ways to achieve this culture of motivation include:

Use of Achievement Slogans

The majority of the case study schools we examined use achievement slogans to
motivate students and teachers alike. These include:
All students will learn. (KIPP)
Work hard, be nice. (KIPP)
Redefining what is possible. (YES Prep)
These slogans can be posted in classrooms (on posters) for all to see
Reward System
Students can be given merits or demerits for positive/negative behavior with a
corresponding numerical value
A running tally can be kept so students with an overall high score (either a
cumulative over the entire year or highest average score per week) are rewarded
KSA uses this system to determine which students receive the week-long residential
at a university at the end of the year

15

Metric 2: Character Development

In order for students to succeed in life beyond high school, they must excel in more than just
academics. Students must constantly strive to be hard workers and dedicated students, further
developing their characters. Students will better achieve the Gold Standard of moving towards a
meaningful future if Ensea Chile takes a two-pronged approach focused on both academics
and character development.
Best Practices:
Ensea Chile should use the Character Report Card (developed by the Character Lab in
conjunction with KIPP) to assess student progress in cultivating key character traits.
The Character Report Card assesses seven character traits: grit, optimism, self-control,
gratitude, social intelligence, curiosity, and zest.
These traits were identified as those necessary for success both in and outside
of school.
The Report Card has students perform a self-assessment and averages the assessment
scores of five teachers.
This can easily be reconfigured to fit into the Ensea Chile context by factoring in
fewer teachers evaluations.
The Report Card is available online and in Spanish, already expertly translated
The Report Card can also be revised to focus on Ensea Chiles goal of cultivating grit
and growth mindset, specifically.
For more information, please refer to http://characterlab.org/.
Note: Aaron Brenner is a great contact. He provided information for this project and is well
acquainted with Ensea Chile (having spoken to the first cohort). Brenner may be able to
provide further ideas or guidance regarding the integration of the Character Labs Report Card
into the Ensea Chile context.
Recommended Teacher Evaluation Method: Observation of Teachers
If deemed possible, further incorporate observation of teachers into your teacher evaluation.

Re-evaluate and Consolidate Current Three Observation Rubrics: Design a new,

single observation rubric in collaboration with teachers that encompasses all three
current rubrics and reflects the desired core competencies from step (1). Please refer to
the Danielson Framework for Teaching rubric in the appendix.

Re-evaluate Teacher-to-Tutor Ratio: Tutors are a crucial component to improving

teacher effectiveness. At a ratio of 18:1, Ensea Chiles tutors may be over-worked. YES
Prep found a 12:1 teacher-to-tutor ratio to be more effective in terms of resource
allocation and improving teacher quality.

16

Place Greater Emphasis on Teacher Training: This is perhaps the most crucial step.
Study Teachscape and chapter 3 on training in the CCSR study (link is in the resources
section of CPS). Then, re-evaluate your own training program for observers to assure
that is effectively preparing them to make unbiased, accurate assessments based on the
observation rubric. Conclude training with a pass/fail certification examination, which
may be re-administered annually or as deemed necessary.

For the training, our research shows that one effective approach is to have the observers
grade actual videos of various teachers lessons in the company of specialists, people
considered masters of classroom observation. Specialists then compare the grades
awarded by observers with the grades they awarded themselves. Any discrepancies in
scoring are explained to the observers by the specialists and corrected.
*If recommendations are adopted, a follow up study should be performed to measure their
effectiveness, as defined by the REACH programs definition of success above (differentiation,
consistency).
Overall, Ensea Chiles Framework for Excellent Teaching (leading in the classroom, the
community, and within oneself) parallels KIPPs framework, which defines the classroom, the
system, the self, and ones own knowledge as crucial dimensions for effective teaching.
Similarly, Ensea Chile demonstrates similar interests in personality traits when compared to
YES Preps list of core competencies, except for the two newer trial additions, Grit and Growth
Mindset.

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Implementation Hurdles

The function of counselors, as recommended in the first Best Practice section, will be
different for vocational high schools. Rather than emphasizing college readiness, Ensea
Chile can evaluate suitable alternatives such as career counselors or internship/job
placement services. This aligns with the recommendation to pursue partnerships with
corporations.
Since Ensea Chile does not operate entire schools, it may be difficult to implement some of
the best practices that KIPP, KSA, and YES Prep use to organize their schools. We have
tried to accommodate for this by tailoring our recommendations for Ensea Chiles specific
context. Nonetheless, ECh should anticipate potential backlash if they provide privileges and
opportunities not available to other students and teachers. On the other hand, providing
services that benefit the entire school would strengthen Ensea Chiles relationship with
principals.

KIPPs Lab Report Card does not include growth mindset, an important criteria for Ensea
Chile. After discussing this with Stephen Zerfas, we are confident that the Report Card will
still serve Ensea Chiles needs and can easily be tailored as needed. A key step towards
implementation will be training teachers to accurately evaluate students according to the
Report Card.

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Conclusion
The DAT team hopes that Ensea Chile can use the case studies and recommendations
provided to better understand how leading schools are internally measuring success and
obtaining top reputations in education. We recommend that Ensea Chile articulates a gold
standard of Preparing Students for a Meaningful Future. If Ensea Chile would like more
information on any of the case studies or recommendations, please feel free to contact the DAT
team (Majak: nanyieth@nd.edu; Matt: mpinover@nd.edu; Maggie: mguzman3@nd.edu; Zoe:
zrote@nd.edu; CJ: cpine@nd.edu).

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