LocalLaborManagementRelationshipsasaVehicletoAdvance Reform:

FindingsfromtheU.S.DepartmentofEducationsLaborManagement Conference

JonathanEckert and BobbiCirizaHoutchens,AnteroGarcia,NicholasGreer,EditKhachatryan,JamesLiou,Steve Owens,LeahRaphael,ElaineRomero,KatieTaylor,JasmineUlmer,TraceyVanDusen,Linda Yaron Citeas: Eckert,J.(Ed.).(2011).Locallabormanagementrelationshipsasavehicletoadvancereform: FindingsfromtheU.S.DepartmentofEducationslabormanagementconference.Washington, DC:U.S.DepartmentofEducation. Acknowledgements: Theauthorswouldliketothankthedistrictleadersofeachofthepresentingdistrictsfortheir opennessandwillingnesstosharetheirchallengesandsuccesses.Theircandorandgenerosity withtheirtimemakethesecasestudiesuseful.Wewouldalsoliketoacknowledgethesupport ofU.S.DepartmentofEducationstafffororganizingtheconferenceandprovidinghelpful supportthroughthisprocess.JoanneWeiss,BradJupp,JoAnderson,andMichelleBissonnette wereparticularlyinstrumentalinmakingthesecasestudiespossible.

 SummaryofFindings
InFebruary2011,theU.S.DepartmentofEducation(ED)alongwithcosponsorsfromtheAmerican AssociationofSchoolAdministrators,theAmericanFederationofTeachers,theCounciloftheGreatCity Schools,theFederalMediationandConciliationService,theNationalEducationAssociation,andthe NationalSchoolBoardsAssociationbroughttogetherover150schooldistrictsataconferencecalled AdvancingStudentAchievementThroughLaborManagementCollaboration.Inordertoattend,a teamcomposedofthesuperintendent,thepresidentofthelocalboardofeducation,andthepresident ofthelocalteacherorganizationallmadeacommitmenttoworktogethertocreateordeepenalabor managementrelationshipfocusedonadvancingstudentlearning.Twelvedistrictsnoteworthyforthe partnershipoftheirdistrict,board,andteacherorganizationfacilitatedconversationswithdistrict leadersandothersinattendanceattheconference.Individualdistrictbackgroundandprofilesofthe progressmadeimprovingstudentperformanceresultsaswellasasummaryofthesignificantpolicy progressthecollaboratingpartnershavemadetogethercanbefoundattheU.S.Departmentof EducationWebsitehttp://www.ed.gov/labormanagementcollaboration/conference/district

backgroundinformation.The12districtswere:
Inthecasestudiesthatfollow,weattempttocapturewhatthesenoteworthylocalpartnershipshave accomplishedand,moreimportantly,howtheyaccomplishedit.EDcommissionedpresentandformer TeachingAmbassadorFellows,teachersselectedforoneyearleadershipassignments,toconductthis work.Thefellowsusedinterviews,documentanalysis,anddigitalaudiorecordingsofpresentations madebydistrictleaderstolearnfromtheopportunitiesandchallenges,thesuccessesandmisstepsof these12districtpartnerships.Thisintroductionisasynthesisofthepatternsinboththeworkbeing donebythedistrictsandhowtheyaredoingit. Severalopportunitiesandlimitationsarepresentinthedistrictstudiesthatshouldbetakeninto considerationwhenreadingthem.First,EDdemonstratedacommitmenttopractitionersbyselecting teachersthathaveapolicybackgroundtotellthestoryofthesenoteworthydistricts.Thispractitioner lensprovidesdepthandrichnesstothecasestudiesbutmustbeacknowledgedastheperspectiveof theauthors.Second,wehadexcellentaccesstotoplevelleadershipineachofthesedistrictsaswellas theirstudentachievementdata,butfewoftheresearcherswereabletospendtimeinthedistrictsthey studiedortalktorankandfilefacultyorstaff.Additionalexplorationoftheperspectivesofteachers andstaffinthesedistrictswouldbevaluablebutbeyondthescopeofthiscurrentproject.Third,the selectionprocessforthe12noteworthydistrictsoccurredaftermuchthoughtfuldebatebetweenthe ABCUnifiedSchoolDistrict,California BaltimoreCityPublicSchools,Maryland DenverPublicSchools,Colorado DouglasCountySchoolDistrict,Colorado GreenDotPublicSchools,California HelenaPublicSchools,Montana HillsboroughCountyPublicSchools,Florida MontgomeryCountyPublicSchools,Maryland NewHavenPublicSchools,Connecticut PlattsburghCitySchoolDistrict,NewYork IndependentSchoolDistrict15St.Francis,Minnesota WinstonSalem/ForsythCountySchools,NorthCarolina


sponsoringorganizations.Thisdemonstratestheinterorganizationalcredibilityofthe12districts,but theselectionprocesswasnotbasedonacriteriaormethodologythatmightbeusedinarigorous researchdesign. Thisintroductionwillbrieflyexaminewhatthedistrictsaredoingandmoreimportantly,howtheyare doingit.Thisisnotintendedtobeatemplateforreplication;instead,thisshouldbeviewedasresource tostimulateideas,catalyzeaction,andinformthoughtfulconversationsabouthowbesttosupport studentlearning.

Whataredistrictsdoing?
The12districtsdemonstratethreedominanttrendsofactivity:teacherevaluation,compensation,and careerdevelopment.Thesetrendsmaybedueinparttoincentives,suchasstateorfederalgrant programs,orotherexternalreformpressures.GrantprogramssuchasMinnesotasQCompprogram andEDsTeacherIncentiveFundhavesupportedeffortstotryinnovativewaystobetteralignresources forstudentlearning.Theexternalfundinghasalloweddistrictstoexperimentinwaysthatmightnot havebeenpossibleusingdistrictfunds. Forseveralofthedistricts,thesepoliciesdevelopedoverthecourseoffourdecades.Forothers,that progressoccurredinlessthanfouryears.Eightofthe12districtstracetheircollaborationbacktoa crisispoint,typicallyastrikeorpotentialstrike,whichmarkedalowpointinthelabormanagement relationshipthatprovedtobeacatalystfordevelopingpolicies,processes,anddispositionsthatledto moreproductiverelationships.Collaborationinall12districtsresultedinpoliciesaroundevaluation, compensation,andcareeradvancement.Itisabodyofinnovationthatdefiesgeneralization,often uniquelyadaptedtolocalcircumstances. Evaluation Tenofthe12districtpartnershipsspecificallysetouttomaketeacherevaluationatoolforimproving studentoutcomes.Althoughtherearecommoncorefactors,suchastheincorporationofstudent growthdataasevidenceintheevaluationprocessandtheuseofoutcomesoftheevaluationtoinform careerdecisionssuchascontinuingprobationaryemployment,tenure,andadvancement,their approachtoimprovingteacherevaluationsystemsvarieswidely. Atleastninedistrictteamsaligned,orareworkingtoalign,evaluation,compensation,andprofessional developmentwithanemphasisonstudentlearning.Thedegreetowhichstudentachievementtestsare includedinevaluationsvarieswidelyfromdistricttodistrict.DouglasCountyandDenverincludestudent growthmeasuresas50%oftheirevaluationsofteachersasmandatedbystatestatute.Hillsborough, NewHaven,andWinstonSalem/Forsyth,collaboratedwiththeirunionstodeterminehowvalueadded measuresweretobeincorporatedintotheirevaluationsystems.However,ABCUnifiedandHelena superintendentsarevocalopponentsofusingstudenttestscoresasapartofteacherevaluations.ABC Unified,DouglasCounty,MontgomeryCounty,Plattsburgh,andSt.Francis,areusingpeerevaluation processes.Inthesesystems,teachersjoinprincipalsandotheradministratorsinassessingteacher performance. Compensationandcareerdevelopment Tenofthe12collaboratingdistrictsaredevelopingandimplementingperformancebasedcompensation systems.Herethecommonfactorsaretelling.Alltenintegratestudentperformancedata,eitheratthe


classroomorschoollevel.Inmostcases,theyphasedinthesepaysystemsslowlyandallowedteachers theoptionofremainingonthetraditionalsalaryscheduleiftheyhadacertainnumberofyearsof experience.Newteachersareautomaticallyinductedintothenewcompensationstructure.To encourageteacherstooptintothenewsystems,districtsdevelopednewsalarystructureswithhigher earningpotential. Formanyofthedistricts,includingBaltimore,Denver,DouglasCounty,Helena,andSt.Francis, compensationreformispartofabroaderefforttorethinktheteachingprofession.Baltimoreseffort servesasanexample.There,thedistrictpartnersestablishedthroughtheirlaboragreementongoing structurestoensureshareddecisionmakingaroundcompensationandcareerdevelopment.Theyare committedtoeliminatingsalaryincreasesbasedsolelyonadvanceddegreesandaredevelopingfour careerpathwaysforteachers.Negotiationsarounddeterminingateachersplacementincareerpaths werecontentiousattimes,butagreementwasreachedwhenthenegotiationteamagreedtoconsider multiplefactors,includingadvanceddegrees,yearsofexperience,andateachersevaluationhistoryfor placementinthesefourcareerpathways.Theiragreementgoessofarastoincludeteacher representationindecisionmakingaboutresourceallocations.Denverengagedover250schoolleaders, teachers,parentsandstudentstoprovideinputandfeedbackontheirteacherperformanceassessment system.DouglasCountyusesasimilargrouptocontinuetoinformitsteacherevaluationsystem.Helena andSt.Francisalsouseteamsofteacherstoexaminebroadissuesofinstructionalimprovementto makerecommendationsthatdrivedistrictpolicy.Ultimately,thesedistrictshavenegotiatedstructures tosustainprofessionallearningcommunitiesatscale. Othercollaborativepolicyinitiatives Inadditiontotheseareasofcommonactivity,thecollaboratingdistrictsarecreatingpocketsof innovationsinotherfields:strategicdirectionsetting,sharedresponsibilityforstudentoutcomes, professionalgrowthanddevelopmentofteachers,transferandreassignment,reductioninforce,the evaluationofprincipalsandadministrators,theevaluationofschoolboards,employeebenefits,and dynamicproblemsolving.AnalysisoftheirprogressisavailableinadocumentcalledGuidingPrinciples inAction,attheconferenceWebsite.Intheseotherareas,innovationismuchmoredivergent.For example,thereareveryfewexamplesofprogressonadministratorandschoolboardevaluationsor employeebenefits.Additionally,workontyingstudentachievement,particularlytoteachersinsubjects andgradesnotcoveredbystatestandardizedtests,isnascentinmanyofthedistricts.Furthermore, withtheexceptionofHillsboroughCounty,mostdistrictsaredoinglittletodevelopformativeand summativeassessmentsorothermeasuresthatmightprovidearobusttoolfordeterminingstudent growth.Thismaybebecauseall12districtsreportthattheyaredoingmuchoftheirworkinisolation withlittletransferofknowledgeintoandoutofthedistrict.

Howaredistrictsdoingit?
Atthesametimetheyaremakingprogressonpolicyissues,the12collaboratingdistrictsarecreating newwaysofdoingbusiness.Theyarerethinkingtheirorganizations,andcreatingnewstructuresand processesforgettingworkdoneaspartners.Asleadersinthefield,thecollaboratingpartnersareusing anddevelopingdistinctiveknowledge,skills,anddispositionstoaccomplishtheirworktogether.Eightof the12districtshaveestablishedfoundationalcommitmentsintheformofjointstatementsinfavorof collaboration.All12ofthedistrictsdemonstrateasharedcommitmenttogoalsandtransparencythatis atypicalformostdistricts.Astheygoforward,thesedistrictsarecreatingabodyofknowledgethatcan serveasanexampleforotherdistrictstryingtotakestepsinthesamedirection.


Structuresandprocesses Thecollaboratingdistrictsarebeginningtodotheirworkdifferently,ofteninwaysthatfundamentally breakwithtradition.Theyarerethinkingsharedpolicymakingprocessessuchascollectivebargaining andmeetandconfersettings,asvehiclestoaddressmoretraditionalissues,suchaswagesand benefits.Theyoftenbeginwithasharedcommitmentinprinciplethatplacesimprovedstudentlearning andclosingachievementgapsasanexplicitpriorityfortheirworktogether.Moreoftenthannot,these commitmentsreaffirmfairnessintheworkplaceanddeveloptheprofessionalfoundationforteaching andteacherleadership,aswell.Teacherleadershipisessentialtodynamicdecisionmaking.St.Francis usesaTeacherAcademyasapipelineofteacherleadershipandasthecornerstoneofitsinduction, mentoring,professionaldevelopment,andcompensation.Similarly,Plattsburghusesteachersonthe DistrictWideEducationalImprovementCounciltorecommendchangesincurrenteducationpolicies, discusseducationalchangesinthedistrictpriortoimplementation,andprovidefordialoguebetween theunion,theadministrationandtheboard,allowinginputbytheprofessionalstaffondistrictwide matters.Denverusescommitteesandfocusgroupsofasmanyas250schoolleaders,teachers,parents, andstudentstofacilitatereformsinteacherevaluationpolicy.Thebargainingagreementalsobecomes aplacetomakeanexplicitpolicycommitmenttosharedprojectsthatimproveteachingandlearning, suchastheprofessionaldevelopmentinitiativesbeingundertakeninDouglasCountyandSt.Francis. Thesenewagreementsoftenleadtothedevelopmentofneworganizationalstructures.Manyofthe districtsemployjointcentraloversightbodiesthatservetointerpretpoliciesandmanagetheexecution ofsharedprojects.Inthiswaylaborandmanagementmovepasttheirtraditionalrolesandtakeupa sharedstakeinthesuccessfulimplementationofjointinitiatives.NewHavencreatedreformtables whereteachers,principals,andotherpractitionersaddressbroadrangingissuesandconcernssuchas compensation,evaluation,studentachievement,andcareerpaths.Thesereformtablesareplaces whereallpartiesexaminedifficultissues,withthecommonunderstandingthatthoseconversationswill notreplaceorbeusedintheconcurrentnegotiations,butinsteadcreateopenspaceforformative dialoguewheresolutionscanbediscussedbeforetheybecomeaproposal.Throughthesereformtables, NewHavenextendstheflexibilityoftheirpoliciestoprovidehigherachievingschoolsahigherlevelof individualschoolflexibility.Manyofthecollaboratingdistrictstakeshareddecisionmakingtoadeeper level.Theyalsoreportcreatingworkgroupsordesignteamswithspecificchargestodevelopand implementreforminitiatives,suchasevaluationpilots,professionaldevelopmentcenters,career ladders,andperformancemeasures. Thesenewstructures,inturn,createinnovativeworkprocesses.Manydistricts,suchasDouglasCounty, Helena,andMontgomeryCounty,sharedecisionmakingprocessesoninstructionalandprofessional developmentpriorities.Districtswithcommitmentstopeerreview,suchasABCUnifiedand MontgomeryCounty,sharetheworkofsupportingstrugglingteachers.InMontgomeryCounty,this includesdeterminingifpeerassistancehassucceededinimprovingteachingperformanceenoughto retainateacherinthedistrict.Anumberofdistricts,includingBaltimore,Denver,GreenDot,and HillsboroughCountyhaveworkedjointlyonhighstakesfederalorphilanthropicgrantcompetitions.The proposaldraftingprocessleadstocarefullycraftedjointdecisionsand,whentheproposalissuccessful, sometimesleadstosharedownershipofadministrationofthegrant.Thesenewprocessesextend beyondthetraditionallimitsofcollectivebargaining.Theyexpandthescopeofbargainingto educationalissues,changethetoneofbargainingfromadversarialtocollaborative,andusebargaining asanalmostcontinuousprocessofshareddecisionmakingfocusedultimatelyonimprovingstudent learning.


Somedistrictsaredevelopingtechnologybasedstructuresandprocessestopromoteandsupporttheir jointefforts.DouglasCountyisdevelopinghardwareandsoftwaresystemsthatwillsupporttheirnew evaluationandcompensationsystems.HillsboroughCountyisdevelopingdatasystemsaswellasan assessmentsystemthatwillprovidethebasisofavalueaddedsystembeingdevelopedbythe UniversityofWisconsin.Additionally,Hillsboroughusesadistrictemailbox,Website,dailypopupe mailsfromthesuperintendent,andshortsurveyprobestodisseminateandcollectinformation. Thedecisionmakingstructuresinthesedistrictsoverlapwiththeprocessestodrivethelabor managementrelationship.Collectivebargainingisviewedasavehicletoimprovestudentoutcomes.For example,GreenDotnegotiatedacontractthatdoesnotstructuretheteacherworkdayaroundset hours.Teachersoperatearoundaprofessionalday.Theirhoursarenotdefinedbythetimeoftheday. Instead,teachersoptimizetheirworkscheduletobestmeettheneedsofthestudentsonasitebysite basis.Bycentralizingsomeadministrativetasksawayfromthecampus,principalshavemoretimetobe instructionalleaderswiththeGreenDotrequirementof50%ofprincipaltimespentinclassrooms. Finally,almostallofthecollaborativedistrictsreportthatunderneaththeseformalstructuresand processesarepowerfulinformalones,usuallysharedamongchiefleaders.Some,likeHillsborough Countyreportroutine,evendailycontactbetweentheassistantsuperintendentandunionpresident. Thesearecloserelationshipsthatinvolvefrequentphonecallsandothercommunications.Atthis table,thepartnersreportdoingmorethansimplymonitoringcompliancetothecontractorother policy;theyworktogetherdevelopingstrategiesforsuccess. Knowledge,skills,anddispositions Theleadersinthese12districtsdidmorethandevelopnewpoliciesororganizationalstructures.They steppedoutoftraditionalrolesandwereabletodevelopandputtousenewknowledge,skillsand dispositionstobenefitstudents. Formanycollaboratingdistrictsthisworkbeganwithdevelopingnewknowledgeandskillstoconduct contractnegotiations.Ofseveraldistricts,MontgomeryCountyisthemostvocalchampionofan interestbasedmodel,anapproachtonegotiationthatencourageslocalleaderstosetasidetraditional positionalbehaviorandreplaceitwithnegotiationbasedonsharedunderstandingofthegoalsand rationaleeachpartybringstothetable.LeadersinHelenaevolvedtheinterestbasedmodelintowhat theycallconsensusbasednegotiations.Plattsburghsapproachrethinksthenatureofadministration andtreatsitasasetoftasksratherthanagroupofpeopleontheothersideofthetable.Thisallows themtogetpasttwosidednegotiationsandtowardjointproblemsolving. Manydistrictsreportthesenewskillsformasharedorganizationalfoundation,whichisusedtobuild capacitytoextendcollaborativedecisionmakingtocentralcommittees,workgroups,disputeresolution processes,peerreviewpanels,andotherdecisionmakingsettingsbeyondthebargainingtable.Inshort, itbecomesawayofbuildingorganizationalcapacity.Laborrelationsarenolongerconductedthrough periodicadversarialcontracttalks,butongoingdiscussionsabouthowtosuccessfullymeetgoalsand implementreforms.Thisdevelopsnewskillsofdelegationandbuildssystemsforcollaboration. Manyalsomadeapointthattheyinvestedsharedeffortinlearningaboutdifficultpolicymatters together.Sharedcommitteesonsubjectslikeperformancebasedcompensationoftenbeginwithjoint effortstostudythefield.Theleaderspointoutthatthesharedlearningexperiencesareasmuchabout levelingtheplayingfieldastheyareaboutdevelopingspecificsharedknowledge.Theinformalvalueis thatteacherandadministrationleadersbecomelearnerstogetherastheyexplorethenewideas.


Theleadersalsoemphasizetheroleotherinformalknowledgeandskillsplayintheircollaborativework. Leadersstresshowimportantitistoknoweachotherandtheirorganizations.Theyoftentalkabout theirsharedworkasifitwerediplomacy,andadmitthattheyshareaninterestinhelpingtomeeteach othersorganizationalgoals.Theyalsorecognizehowimportantitistoknowthemembersoftheir respectiveteams,especiallywhentheybeginbuildingcapacitybydelegatingwork. Ultimatelycollaborationdoesnotreplacehardworkwithharmony;ratheritprovidesnewavenuesfor hardworktogetdone,inspiteofdifferences.Insomedistricts,suchasBaltimore,DouglasCounty,and GreenDot,theleadersreportthatthecollaborationbeganwithacrisisthatprovedthattheoldwayof doingbusinesswasinsufficient.Inothers,rangingfromDenvertoHillsboroughCountyandMontgomery County,theyreportsustainingcollaborationthroughdifficultdisagreements. Withoutexception,thesedistrictleaderscitefrequent,honest,andtransparentcommunication betweenadministrationandunionasabsolutelyessential.Insteadofmakingthebudgetprocess opaque,manyoftheboardsandadministrationshavepresentedtheirbudgetchallengestoteachersto attempttocreativelyaddressbudgetshortfalls. Theboards,administrations,andunionsalsotooktheseopportunitiestoensurethattheirstrategic prioritieswerealignedtoensurethatessentialpersonnelandprogramsweresupported.Moreover, informationisalsocollectedanddisseminatedforformativefeedbacktofacilitateshareddecision making.WhenseverebudgetcutswerenecessaryinABCUnifiedoverthepasttwoyears,theunion proposedfourfurloughdaystosave$6million.Noemployeesweregivenpinkslips.Thefurlough includedallemployees,withtheschoolboardagreeingtotakeaproportionatereductionintheirown stipends. Inthelongrunthesecollaborativeeffortsdependedheavilyonsomebasicdispositions.The collaborativeleaderssharedacommitmenttoeachotherandthesuccessoftheirjointgoals.Theyoften spokeinsophisticatedtermsaboutgivingeachothercovertomakedifficultdecisions,andallowing eachothertotakecreditforcriticalpartsofshareddecisions.Theleadersspokeeasilyabouttheir commitmenttoimprovingstudentoutcomesandthequalityofthejobofteaching.Manyspokein termsofafoundationintrust,butthatthetrustwasgroundedinongoingwork.Theyalsoreporteda sharedcommitmenttotransparency,notonlyaboutinformationrelevanttotraditionalmattersof contractnegotiation,suchasbudgets,butmoredifficultmatters,likeperformancemeasurement,even topleveldecisionmaking.Theyalsospokeofresilienceandawillingnesstobendinordernottobreak thecollaboration.Inthisway,thecollaborationbecomesasmuchaboutjointproblemsolvingand continuousimprovementtowardsimplegoals,asitisaboutspecificpoliciesandinitiatives.Morethan anything,thesedispositionsservetoerasethebrightlinethatexistsbetweenlaborandmanagementin moretraditionalrelationships,andforgenewbondsaroundsharedoutcomes.

Conclusion
InhisclosingremarksattheLaborManagementConference,SecretaryofEducationArneDuncan recognizedtheproblemofscaleandcalledfortheleadersintheroomtobuildamovement.Thereare 15,000schooldistricts.If,asanation,wearetoimprovetheachievementofallstudentsandclosethe persistentgapsbetweenlowerandhigherperformingstudents,districtleaders,boardmembers,and teacherunionleaderswillneedtoworktogethertowardthosesharedgoals. Wehopethesecasestudieswillstimulateandinformconversation.Oneofourpurposesistodescribe theworkofdistrictsknownformakingearlyheadwayinthefield.Bysodoing,moredistrictswillbeable


totakeupamorecollaborativeapproach.Anotherpurposeofthesecasestudiesistodemonstrateto leaderswhodonotsitatthelocallabormanagementtable,whatisbeingdoneacrossthecountry,so theycanconsiderhowtoencourageandacceleratethismovement. Conditionscouldnotbemorechallenging.Schoolsarepressedtoprepareproductive21stcentury citizens,whilefacingshrinkingstateandlocalbudgets.But,asmanyoftheleadersinthecollaborative districtsassert,theybegantheirsharedefforttoaddressacrisis.Inresponse,theydevelopednewways ofdoingbusinessandattainednew,moreambitiousresults.Thevalueofthesecasestudiesmaybe, then,togalvanizeallinvolvedtomovefromislandsofinnovationtosweepingsystemicimprovement.
ThisdocumentwasproducedunderU.S.DepartmentofEducationContractNo.EDESE10O0087withJonathanEckert.Theviewsexpressed hereindonotnecessarilyrepresentthepositionsorpoliciesoftheU.S.DepartmentofEducation.NoofficialendorsementbytheU.S. DepartmentofEducationofanyproduct,commodity,serviceorenterprisementionedinthispublicationisintendedorshouldbeinferred.

ABCUnifiedSchoolDistrict,California
Context
TheseedsofABCUnifiedSchoolDistrictslabormanagementcooperationwiththeABCFederationof Teachers(ABCFT)tookrootin1993duringaneightdayteacherstrikeoverpay,benefits,andclasssize. Afterthestrike,unionpresidentLauraRicotookstepstoincreasecollaborationbetweendistrict administratorsandunionleaders.Inaddition,theunionbegantocampaignforboardmembers supportiveoflabormanagementcollaboration.Between1993and1999,thedistrictwentthrougheight superintendents,andthecompositionoftheschoolboardevolvedtobecomeonethatunderstoodand supportedlabormanagementcollaboration.In1999,SuperintendentRonBarneswashired.Heand Ricoagreedthatanadversarialdistrictunionrelationshiphadnegativeeffectsonstudentachievement andteachereffectiveness,andbycollaborating,everyonewouldbenefit. Alsoin1999,asmallgroupofdistrictadministrators,schoolboardmembers,ABCFTexecutiveboard membersandpresidentsoftwootherdistrictunionsattendedaweeklongHarvardUniversityseminar onlabormanagementcollaborationinpublicschools.Theseminarprovidedatheoreticalbasisforthe Partnership,ABCsformalnamefortheircollaboration,andfocusedtheirefforts.Aftertheseminar, BarnesandRicoestablishedweekly,confidentialmeetingswheretheydiscussedobstaclestostudent achievement.Theyagreedthatissuesbestleftforthebargainingtablesuchassalaries,benefits,and transferswouldnotbetopicsoftheirmeetings;instead,theywoulddiscussissuesimpedingstudent achievementandteachingeffectivenessandsearchforcollaborativesolutions. In2005,currentsuperintendent,GarySmutswashiredtoreplacetheretiringBarnes.Hecontinuedand expandedcollaborationwiththeuniontostrengthenteacherrecruitmentandretention.Additionally, heandtheunionfundedteacherselected,schoolspecific,researchbasedinstructionalprogramsto improvestudentachievement. ThePartnershiphastheseGuidingPrinciples: 1. Allstudentscansucceedandwewillnotacceptanyexcusethatpreventsthatfromhappeningin ABC.Wewillworktogethertopromotestudentsuccess. 2. Allneededsupportwillbemadeavailabletoschoolstoensureeverystudentsucceeds.Wewill worktogethertoensurethathappens. 3. Thetop5%ofteachersinourprofessionshouldteachourstudents.Wewillworktogetherto hire,train,andretaintheseprofessionals. 4. Allemployeescontributetostudentsuccess. 5. Thebasisofallnegotiationsanddecisionsisthattheymustsupportconditionsthatsustain successfulteachingandstudentlearning. 6. Wewontleteachotherfail! Understandingthattheywereestablishinginnovativerelationships,RicoandSmutsalsoestablished GuidingPrinciplesBehaviors:

Wewillworkhardtounderstandthecoreofeachothersjob. Wewillrespecteachother. Wewillbehonestwitheachother. Wewillnotsugarcoatdifficultissues.


Ratherthanchangetheunioncontract,theunionanddistrictrelyupontheseguidingprinciples.These dispositionalguidingprinciplesareessentialtodrivingandsustainingdistrictsuccess.Smutsstates, Studentachievementisthebottomline.Wewontletanyonefail,notstudents,teachers,or administrators.However,thedistrictdoesnotnecessarilyoperationalizesomeoftheseguiding principlesthatseemtobeempirical.Whenpressedonhowthedistrictidentifiesthetopfivepercent ofteachers,districtleadersacknowledgethatthisismetaphoricalandisnotactuallydefined. Transparencyisimportant.Smutsstates,Wedontfightovermoney.Wedonthaveanytofightover, buteveryoneknowswhereitsbeingspent.Followingaphilosophyofintegratinglaborand managementroles,unionrepresentativesareappointedasliaisonstodistrictdepartments,are representedondistrictcommittees,andparticipateineducationandbudgetdecisions. Wewilldisagreewithoutbeingdisagreeable. Wewillreflectoneachotherscomments,suggestions,andconcerns. Wewillseekclarificationuntilweunderstand. Wewillmaintainconfidentiality. Wewillbothownthecontract. Wewillsolveproblemsratherthanwinarguments. Wewilllaughatourselvesandwitheachother.

StrategicPriorities
Thedistricts20102013StrategicPlanstates: WebelievestudentsinABCshouldbeaswelleducatedasanyintheworld. Webelieveallstudentshavethecapacitytobehighachievers. Webelievepeoplearethecornerstoneofourdistrictandstudentsarethereasonwearehere. Asaresult,ABCUSDsendsmoremoneyperstudenttoitsschoolsthansurroundingdistricts(local comparisonofschoolsitebudgetsforfoursurroundingdistricts)eventhoughthedistrictranks43rdout 47L.A.Countyunifiedschooldistrictsinbaserevenuelimit(LosAngelesCountyOfficeofEducation AnnualFinancialReport).Inaddition,theirstudent/teacherratioof24/1elementaryand26/1 secondaryislowerthanCaliforniasdesignatedlimit. Schoolsareexpectedtocreatetheirownpocketsofsuccess.Anexampleofthisiswhenteachersand leadersatFeddeMiddleSchooldecidedtoapplyforaSchoolImprovementGrant(SIG).Ricometwith themandsaid,O.K.teachers,whatdoyouneed?HowdoyouthinkthisSIGmoneyisgoingtohelp you?Wecouldnotmakeitaboutthemoney...Theincentivepart[teacherpayforperformance] didntactuallycomeuntiltheveryendofnegotiations.TheysawtheSIGthingasnotpunitive...They werewillingtotaketheriskaboutstudentdatabecauseofthePartnership.Smutsadded,Ithinkifa schoolwantstovolunteertodothat,Iwouldntstopthem.Thatssortofahabitinourdistrict.Andif theyadoptagoodideaandthatschoolssuccessful...everybodyisgoingtowanttodothat. ABCUnifiedvaluesitsteachersandfocusesonkeepingpeopleemployedwithbenefitsintact.When severebudgetcutswerenecessaryoverthepasttwoyears,theunionproposedfourfurloughdaysto save$6million.Noemployeesweregivenpinkslips.Thefurloughincludedallemployees,withthe


schoolboardagreeingtotakeaproportionatereductionintheirownstipends.Moreover,the Partnershipbelievesthatschoolsandteachersbestunderstandthetypesofprofessionaldevelopment needed.Teachersselectprofessionaldevelopmentinareassuchasleadershipdevelopment,data analysis,teambuilding,communityinvolvement,anddeliveryofeffectiveinstruction.Theprevious schoolboardpresidentacknowledgesthatthedistricthasalwaysrespectedteachersabilitiesto understandwhatisneededtoeffectivelydeliverinstructionandthat,ifadistrictwantsmeaningful professionaldevelopment,itmusttrustteacherstomakethosedecisions.

SystemInfrastructure
Accordingtotheadministration,board,andunionleadership,theunioncontractlanguagehasnot changedsignificantlysinceinceptionofthePartnership,butthePartnershiphasgainedstrengthand acceptancebecausecollaborativedecisionmakingandfundinghavechangedthecultureofthedistrict. Teachersarevaluedasprofessionaldecisionmakingpartnerstoimprovestudentachievement.The schoolboardandunionleadershipformallyadoptedaCharterStatementonJune2,2009.Throughthe GuidingPrinciplesandtheCharterStatement,thePartnershiphasbeeninstitutionalized. Onaprogrammaticlevel,thePartnershipinstitutedthePeerAssistanceandSupportSystem(PASS) nearlyadecadeagotoensurethatnewteachers,aswellasveteranteachersneedingassistance,receive support.AspartofPASS,peercoachesusetheCaliforniaStandardsfortheTeachingProfessionand gradelevelcontentstandardstoprovidefeedbacktoteachersaftervisitingclassroomsandconducting preandpostobservationmeetingswiththeprincipal.Thepeercoach,participatingteacher,and principalformtheProfessionalSupportTeamtoimplementteachingandlearninggoalsestablishedin theschoolsProfessionalSupportPlan.If,afterreceivingsupportfromPASS,ateacherisstillnot effective,theunioncounselsthemoutofthedistrict.Ifaprincipalisnotworkingeffectivelytoclosethe achievementgapafterreceivingsupportfromthedistrict,thendistrictadministrationcounselsthe principalout. CommunicationhasbeenanessentialcomponentofthePartnership.Everyyearsince1999,unionand managementhaveattendedAFTsPartnershipAdministrationandLaborRetreats,whereunion representatives,supervisors,andprincipalsworkwithRutgersDr.SaulRubinsteintodiscussschool initiativesandtolearncollaborativemethodstoachievetheirgoals.Tocollectevidenceabout effectivenessofthePartnership,theunionsolicitsyearlyfeedbackfromalldistrictemployees.Issues madevisiblethroughthisfeedbackareaddressedduringthroughPartnershipactivities.Additionally,the districtdevelopedacommunicationsystemtofacilitaterelationshipsbetweenlaborandmanagement. SmutsandRicosweeklytwohourcloseddoormeetingsfocusonfindingresourcestofundschool initiativesandprograms.Districtadministratorsinmostdepartmentscommunicateregularlywiththeir unionliaisons,andunionleaderssitonimportantdistrictcommittees.Theunionandthedistrict sponsoranannualretreatforunionanddistrictleadersresultinginastrategicplanwithspecificyearly targetsforhighstandards,parentandcommunitypartnerships,professionaldevelopment,safeand nurturingschools,andfacilitymodernization. Foundedinpastsuccess,thePartnershipbelievesthatthebestwaytobuildcollaborativecapacityisto focusonschoolprojectstoimprovestudentachievement.AttheHarvardUniversityseminarin1999, membersofthePartnershipdefinedareasforcollaborationandidentifiedthatschoolsonthesouthside ofthedistrict,anareaofhighpovertywithmanyEnglishlanguagelearnersandspecialeducation students,neededhelpwithreading.Managementandlaborvisitedprogramsandthen,workingwith teachersfromthesouthside,createdtheSouthSideSchoolsReadingCollaborative(SSSRC).Through districtandunionfundedpeercoaching,fulldayreadingconferences,andcommunitypartnerships,


teacherscontinuetoimproveinstructionalstrategiesandmaterialstohelpchildrenreachhighacademic standards.Since2000,schoolsintheSSSRChavepostedthegreateststudentachievementgrowthinthe district.Thecollaborativecultureoftheseschoolshastransformedthedistrict.In2002,theCalifornia SchoolBoardsAssociationrecognizedSSSRCwiththeGoldenBellAwardasanoutstandingdistrict programinCalifornia.

SustainingFactors
CeliaSpitzer,aformerschoolboardpresident,saysthataneffectivepartnershipmusthavethreelegs: stability,strength,andsupport.AhighlevelofstabilityhasbeenpresentinABCUnifiedsince2001.Rico hasbeenactiveinABCFTfor30years;Smutshasworkedinthedistrictasateacherandadministrator forover30years;andtheschoolboardhasremainedstablewithfewnewmembers.Spitzersaysthat newboardmembers,seeinghowothermembersworkcollaborativelywithunionanddistrictleaders, realizethattosucceedtheyneedtoworkcollaborativelybecauseitworks.Spitzersaysstrengthcomes fromworkingwiththeuniontoelectandhirepeoplewithknowledgeofthedistrict,whohavehad involvementinschools,whounderstandpolicy,fiscalmatters,thestrategicplan,howclassroomswork, andhowtheboardworks.Supportcomesfromboardmemberswhobelievethatcollaborationbetween laborandmanagementiscritical,asisthehiringofprincipalsandotheradministratorswillingto participatefullyinthePartnership.Inaddition,theBoardsannualevaluationofthesuperintendent includesprogressonthedistrictsstrategicplan. ThoughthePartnershiphasprovensuccessfulatthedistrictlevelandinsomeschools,allagreeitisa workinprogressatmostschoolsites.ThePartnershipsvisionisthatbuildingrepresentativeswill functionaspartnershipmanagersandproblemsolversincollaborativeeffortssimilartothoseatthe districtlevel.However,teachersservingasunionrepresentativesoftenfeeluncomfortablefunctioning asmanagers,andsomeadministratorsarereluctanttosharedecisionmakingwithlabor.Toovercome thisresistance,thePartnershipisdevelopingsitepartnershipsbyworkingwithAFTsInnovationFundto establishindividualschoolsaslaboratoriesforinnovation.Twentyoneschoolshavereceivedfundsand areparticipatinginAFTsnationalinstitutestonurturelabormanagementcooperation.Thereisalsoa twoyearorientationfornewprincipalsontheattributesofusingpartnerships. LeadershipagreesthatthePartnershipisstillevolving.Theydonotagreeabouteverything,but continuetoworktowardcommongoals.Theirsuccesseshaveencouragedotherdistrictunionsto initiatepartnershipswithmanagement.Theyalsostatethatbynothavingtospendtimeandresources onlabormanagementdisputes,theyhavemoretospendonteachersandstudents.Smutssaysthatall partnersmustbewillingtoprioritizestudentlearning.Despitecontinuedconcernsaboutdecreased funding,becausestudentscontinuetoachieve,moraleremainshigh.Ricoagrees,Ifyouwanttogo fast,goalone.Ifyouwanttogofar,gotogether.

BaltimorePublicSchools,Maryland
Context
Inmanyrespects,BaltimoreCityPublicSchools(CitySchools)isauniquedistrict.Governedbyacity statepartnership,CitySchoolshasa9memberBoardofSchoolCommissionersjointlyappointedbythe mayorofthecityandthestatesgovernor.Thisstructurehasexistedonlysince1997,whenCitySchools separatedfromtheBaltimoreCityGovernmentandagreedtocedepartialcontroltothestatein exchangeforincreasedfunding.AnotheruniquefeatureofCitySchoolsisthatitsteacherunionisthe


onlyoneinthestateaffiliatedwiththeAmericanFederationofTeachers.Therehasbeenarevolving doorofCEOsforCitySchools,andthecurrentBaltimoreTeachersUnion(BTU)president,Marietta English,hasbeenthroughsevenCEOsintenyears.Shedescribesalackoftrust,orbrokentrust, betweentheBTUandtheprevioussetofCEOspriortothearrivalofthecurrentCEO,AndrsAlonso. AlonsojoinedthedistrictinJulyof2007,astheunionanddistrictwerereachinganimpassein negotiations.Overthelastthreeyears,Alonso,alongwithhisteamofadministrators,hasworkedto rebuildthetrustandmaintainacollaborativeandworkingrelationshipwithteachersandtheBTU.He andEnglishjokeaboutthevariousinformaldinnersthathavebeenhadinordertolearnabouteach other,buildtrust,andtalkthroughdifficultissues,becausetherelationshipisworthsaving,says English.Havinglearnedvariouslessonsfromthelastroundofnegotiationsthatresultedinanimpasse, bothlaborandmanagementinCitySchoolsrealizedthatitisarelationshipbuiltontrustthatwould resultinasuccessfulnegotiation.Bothsidesenterednegotiationswiththemindsetandwillingnessto continuetheconversationuntilanagreementwasreachedbyexploringareasofagreementsandall possibleoptions.This,theysay,wasoneofthebiggestlessonslearnedfromtheimpasse.Whilewe weredefinitiveonthebroadelementsandendgoalssaysDr.Alonso,therewasnotakeitorleaveit stanceontheelementsbyeitherparty.Theyassertthatthedistrictwasalsoacenterofinnovation anticipatingfederalfundsthroughtheRacetotheTopgrantandnewstaterequirementsfocusingon improvingoutcomesandengagingteachersintheprocess.TheBTUandCitySchoolsalsobeganthe negotiationsamidstafewyearsofeconomicrecessionthatresultedintwoyearsofsalaryfreezesfor teachersandadministrators.Beforenegotiations,bothsidesagreedonsomecommonexpectationsand nonnegotiables.Allmembersofthenegotiationteamagreeto: AlthoughAlonsoparticipatedinsettingthegroupnormsandexpectations,hedidnotactually participateinthenegotiationprocess,butmadeoneappearanceatacriticalpointwhentheteam seemedtobeheadedtowardsanimpasse. emphasizetheprofessionalizationofteaching, ensurefiscalsustainability, negotiatefortheentiremembershipwithoutanypilots, concentrateonthebigideasandleavethedetailstobelaterdetermined, collaborateforaslongasnecessarytonotgotoimpasse,and notcommunicatewithmediaorpublicuntilnegotiationended.

StrategicPriorities
CitySchoolsvisionisthateverystudentwillgraduatereadytoachieveexcellenceinhighereducation andtheglobalworkforce.AccordingtoMarylandsRacetotheTopapplication,50%ofteachers evaluationwillbetiedtostudentoutcomes,andtenurewillbegrantedafterthreeyearsinsteadoftwo. However,thereisstilldebateinthestateaboutthepercentageofateachersevaluationthatcanbe tiedtostudentoutcomes.AstateEducatorEffectivenessCouncil,composedmainlyofeducators,was createdtodecideonaframeworkandthedetailsofthestatesevaluationsystem.Thegoalisforthe newsystemtogointoeffectforthe20122013schoolyear.ThereweremanymovingpartsinMaryland astheteamnegotiated,whichledtothenegotiationresultinginabroadframeworkofpolicies, processes,andstructuresthatarevehiclesforcontinuingtheworkofdeterminingthedetails.We madeanearlydecision,Alonsoexplained,thatwhatwasmostimportantwasthebiglever,andwe werenotgoingtogetintotheweeds,andthepeople[i.e.teachers]whoweregoingtobeaffectedby


thisneedtobetheoneswhonegotiatedtheweeds.Whiletheunionwantedtogiveteachersgreater controlovertheircareersaswellasopportunitytoclimbcareerladdersthatledtoincreased compensation,thedistrictwantedtorecruit,retain,andgrowthebestteachersandbefiscally responsible.BecausetheteachersinCitySchoolshadgonefortwoyearswithoutaraise,theysawthis negotiationasanopportunitytorequestincreasedcompensation.

SystemInfrastructure
ThecontractnegotiatedinNovemberincludedstructurestoensurethatthereiscontinuedshared decisionmakingandproblemsolvinginCitySchools.First,thecontracteliminatedsalaryincreases basedsolelyonadvanceddegrees,andcreatedcareerpathwaysforteachers,includingfourpathsfor teacherswithdifferentiatedcompensation.Oneofthecontentiousissueswashowcurrentteachers wouldbeplacedintoeachpathway,andtheteamagreedtoincludeearnedadvanceddegreesandyears ofexperienceindeterminingplacement,aswellasthehistoryofteachersevaluationresults.For example,ateacherwithaMastersdegreeand10yearsofexperiencewouldonlybeplacedinthe Modelpathwayifheorshehasalsohadtwoyearsofproficient,notjustsatisfactory,evaluations(See Figure1).Thispleasedbothsidesthatdeterminedthecompromisefair.Thisgrandfatheredplacementis fortheinitialtransitionandwouldbeeffectiveforonlythreeyears.Otherteacherscanmovepathways basedonpresentingdocumentationofbeingahighlyeffectiveteachertoapeerreviewpaneltwicea year.Althoughthedistricthasflexibilityinidentifyingtheelementsofprofessionalpracticefactoring intoevaluations,halfofateachersevaluationwillstillincludestudentgrowthdata,perstatelaw. Figure1:CitySchoolsCareerPathways

Therearechecksandbalancesbuiltintothecontractthatassureteachersthatdecisionswillinclude teacherrepresentationindecisionmaking.ThisisthecollaborativeframethatAlonsohopeswillhelp inworkingthroughtheuncertaintiesandunanswereddetailsinthecontract.Healsolikesthenotion ofeventuallyleadingtowardsresponsibility[andautonomy]attheschoollevel.Becausethese committeesarecomprisedofteachers,withunionappointment,itwasdeemedfair(SeeFigure2).The JointOversightCommittee,forexamplewill: DefinethefullscopeandobjectivesoftheBaltimoreProfessionalPracticesandStudent LearningProgram. Assesstheschooldistrictsneedsforstudentprogramsandthecapacityoftheprofessionalstaff tomeetthoseneeds.


Figure2:CitySchoolsContractCommitteesStructures Identifyeducationalandprofessionalactivitiesinwhichstaffneedstobeengaged,and evaluatedforeffectiveness;thisservesasabasisforcompensationdecisions. Createandoverseeasystemofensuringreliabilityandvalidityofteacherandstaffevaluations conductedbyprincipals. CreateandoverseetheprocesstoselectmemberstotheProfessionalPeerReviewCommittee, designateitsresponsibilities,andprovidegeneraloperatingoversightofitswork.

Recognizingthatschoolsshouldbedifferentfromoneanotherandthattheyshouldhaveflexibilityto operate,aschoolbasedoptionwaswrittenintothecontract,givingflexibilitytoschoolstomodifythe collectivebargainingagreementtobettermeettheneedsofstudentsandtheschoolcommunity.Since CitySchoolshasalargenumberofstudentsincharterschoolsorschoolsworkingwithexternalpartner organizations,thisoptionallowstheschoolcommunitytocollaborativelycraftcreativesolutionsspecific totheirindividualschoolsneeds,aslongas80%ofaschoolsstaffapprovesoftheschoolbased options.AlthoughtheCEOortheunionpresidentcanvetoaschoolsdecision,thisallowsgreater flexibilityforschoolleadersandstaffbydecentralizingdecisionmaking.

SustainingFactors
OnekeyelementthathasmadeCitySchoolslaborandunionrelationshipsuccessfulisthewillingnessof bothsidestocollaborate.Theypointtostayingconnectedthroughconstantconversationwithout makingthingspersonal.Whenthecontractwasnotratifiedthefirsttime,bothsidesofthenegotiation teamfeltresponsiblebecausethroughouttheeightmonths,theyhadbecomepartnersinthework, saidAlonso.Theysawthattheteachersquestionedthefairnessoftheevaluationsystem,sotheybuilt languageintothecontracttoensurereliabilityandalsoaddressedhowtoincorporatetheexisting structureintothenewsystem.Thedetailswerenotdeterminedthroughthecontract,butlefttothe committeestoworkout.Theteamadmittedtonotgivingenoughtimetocommunicatewithteachers aboutitscontent. Transparencyisanotherkeyfactor.Inordertoachievethetrust,thedistrictdecidedtoopenthe bookswillingly,Alonsosays,andallowfortheunionleadershipteamtovalidatetheinformationand understandthefiscalconditionofthedistrict.Thesecondtimearound,teachersratifiedthecontract, becausetheirconcernswereaddressedandbecausetimewasallottedtocommunicatedetailsofthe contracttothem.


TheCitySchoolslaborandmanagementcollaborationresultedintheestablishmentofnecessary structuresandprocessesintegraltothesuccessofthedistrict.Thestructures,likethecommittees, allowforongoingdiscussionandtweakingofthedetailstoensureafairandreasonablesetofpolicies forstudentsuccess.Marylandhasyettodevelopitsteacherevaluationsystem,andthosedecisionsin shiftingthestatewideframeworkwillhaveadirectimpactonCitySchoolsdecisions.Thisposesa challengeasCitySchoolsstaysproactiveinmovingforwardrapidlywithreforms,whileawaiting directionfromthestate.

DenverPublicSchools,Colorado
Context
Successfulstudentscomefromexcellentteachers,teachinginexcellentschools,ledbyexcellentschool leaders.ThispremiseguidestheworkofDenverPublicSchools(DPS),theDenverClassroomTeachers Association(DCTA),andissupportedbytheschoolboard.ThecurrentcollaborationbetweenDPSand DCTAisbaseduponthefoundationestablishedbytheirfouryearefforttocreateanewteacher compensationsystem.Aftertheschoolboardexpressedinterestinperformancebasedcompensation, theunionanddistrictlaunchedapiloteffort,resultingfromnegotiationsin1999.In2005,ProCompwas approvedbyvoters,andfullyimplemented.InthewordsofSuperintendentTomBoasberg,Ifwecan cometogetherandjointlyagreeonsomething,wellhaveamuchbetterchanceofhavingpublic support. Whileitisdifficulttodrawadirectcorrelation,muchlesscausality,betweentheimplementationofthe ProCompsystemandstudentachievement,resultsofarecentUniversityofColoradostudyindicatethat asaresultofimplementingProCompDenverisrecruitinghigherqualityteachersinthedistrict,teachers intheirfirsttwoyearsaredoingbetterthantheywerebeforeProComp,andteacherturnoverhasbeen dramaticallyreduced.AsTomBoasberg,Superintendentobserved,Themerepresenceofincentivesdid notmaterializeintheformofinbetterresultsforstudents,buthelpedretainthoseteacherswhowere gettingthegoodresults. Recently,Denvercelebrateda42%reductioninthedropoutratesince2006.Furtherillustratingtheir successistheirstudentsimprovedscoresontheColoradoStudentAssessmentProgram(Figure1). Figure1:ChangeinCSAPproficiencysince2005
District 2005 10 Mathematics Reading Science Writing 10% 10% 7% 5% State 200510 4% 2% 3% 1%


Thesharedbeliefthatimprovingstudentachievementreliesuponexcellentteachersandexcellent schoolleadersisembeddedintheteacherandprincipalevaluationpilot,LeadingEffectiveAcademic Practice(LEAP).LEAPissupportedbya$10milliongrantfromtheBill&MelindaGatesFoundation.The grantextendsthecollaborationbegunbyDPSandDCTAtoreformteacherevaluationbysupportingthe developmentofashared,researchdrivingdefinitionofeffectiveteaching;developmentofa tool/frameworktoassessteacherperformance;implementationoftargetedprofessionaldevelopment; andalignmentofcurrentsalarypolicieswithcompensationthatsupportseffectiveteaching.These effortswillbeinformedbytheMeasuresofEffectiveTeaching(MET)researchstudy.

StrategicPriorities
ThestrategicprioritiesforthedistrictaresynthesizedinTheDenverPlanandinLEAP.Thegoalsset forthintheDenverPlaninclude: 1. Everystudenttaughtbyanexcellentteacher,andeveryschoolledbyanexcellentprincipal; 2. Clearunderstandingofcharacteristicsofeffectivenessandthecommitmenttoprovide regularfeedbackagainstthesestandards; 3. Providingtools,resources,andsupporttoteachersandprincipalsinpursuitofperfecting theircraft; 4. Rewardingexcellentteachers. ThecurrentworkreformingteacherevaluationgrewfromTheDenverPlan.LEAPwillprovidea frameworkforteacherandprincipalevaluationthat,asTomBoasbergdescribesprovidesteacherswith additionalfeedbackandsupport,sotheycancontinuetolearnandgrowprofessionally. LEAPincorporatesmultiplemeasuresincludingfamiliardatasuchasprincipalobservation,peer observerobservationandincludesprofessionalcontributions,calledCollaborative Professionalism/ContributionstoTeam&School.Theframeworkalsoincludesstudentoutcomes(50% assetbytherecentlypassedColoradoSenateBill191)andstudentperceptiondata.Sincethedesign workisstillinitsinfancy,thecomponentofstudentoutcomeshasnotyetbeenfinalized.Measuresof studentoutcomeswillincludemultiplesourcesofdata,growthandstatus,summativeandformative assessments.Thestudentperceptioncomponentisalsostillindevelopmentandwillincludestudent perceptionsurveysthatwillbedevelopedbasedontheresearchfindingsfromtheGatesfunded MeasuresofEffectiveTeaching(MET)project.Theintentofthestudentperceptiontoolistoprovide teacherswitheffectivefeedbackandtoensurethatevaluationwillbeconnectedtoafeedbackloop. WhilenotspecificallyaddressedinTheDenverPlan,thecollaborationbetweendistrictandunion emergedasapriority.ThejourneythatyieldedProCompsetthestageforthetheoreticalnotionsof collaborationaswellasthevehiclesandlanguage.AsCarolynCrowder,ExecutiveDirectorofColorado TeachersAssociationshared,Webelievethechallengesouttherearetoobigwithoutcollaboration whenwefailtocollaborate,webasicallyfailtosolvetheproblem.Theabilitytoapproachthe collaborationasadialogueassistedDenverinovercomingapotentialpitfalltothegrantapplication. Whenthedistrictfirstapproachedtheuniontosignoff,DCTAdeclinedsincetheydidnotfeelthegoals wouldbeachievedbyonlyreformingteacherevaluation.Theunionwasfirmintheirdesiretohave principalevaluationalsobepartoftheplan.Afteradialogue,thedistrictagreed,andthegrant applicationwasapproved.

 SystemInfrastructure
LEAPreliesuponstructuressupportedbygrantfunding:focusgroups,designteamsandpilotschools. Eachofthesestructuresinvolvesawidearrayofstakeholders.Thefocusgroupsengagedover250 schoolleaders,teachers,parentsandstudentstoprovideinputandongoingfeedbacktoinformthe designofDPSteacherperformanceassessmentsystem.Thedesignteamsarecochairedbyateacher andaschoolleader,andinclude45schoolleadersandteacherstocreatedefinitionofcontentareas suchastheobservationrubric,peerobservers,studentassessments,professionaldevelopmentand principaleffectiveness.Topromoteequityandensurereadinessandfacultysupport,DPSofferedan applicationprocessforschoolstoparticipateinpilotingtheevaluationtool.Thisspring,16schoolswill pilottheframeworkdevelopedbythedesignteams.Teachersinthesepilotschoolswillreceive satisfactoryratingsontheirevaluationandthedatacollectedfromthepilotyearwillnotinfluence futureevaluations. Decentralizationofbothfinancesanddecisionmakingsupportthebeliefthatsystemsclosesttothe studentsshouldbeempoweredwiththeresourcesnecessarytosupportstudents:95%ofthefundsthe districtreceivesfromthestategodirectlytotheschoolbuildings,withonly5%retainedbythedistrict tocovercentralofficeprogramsandoffices.Decisionsthatdirectlyaffecttheteachersandstudentsare madeattheschoolsthroughtheirSchoolLeadershipTeamandareguidedbytheirSchoolImprovement Plan;theprocessofteacherinvolvementindecisionmakingisoutlinedinthecontractestablished throughcollectivebargaining.Inordertoratifythecontract,everyDCTAmembermustvotenotjust thoseinattendanceatthemeeting.Thecontractensurestransparencyandpromotestrustand communicationbecauseitestablishesteacherinvolvementinthedecisionmakingprocess,andoutlines feedbackloops.Thecontractnegotiatesthehowwithbuildingsinpartnershipwiththeunioncharged todeterminethewhatoftheirwork.AsnotedbyDCTAPresidentHenryRoman,Ourcontractsupplies thestructures,butitstilldependsonthepeopleinvolved. Theuseofdataanddialoguetomakedecisionsprovidesanotherexampleofcollaborativepractice betweenDPSandDCTA.RecentlyDCTAapproachedthedistrictwithconcernaboutprincipalsnot consistentlybeingrespectedbytheirteachers,andrequestedtoadministerasurveytoitsmembership. Thedistrictatfirstresisted,butultimatelycollaboratedwiththeuniontodevelopandadministerthe survey.Regardingtheuseofdatafromthissurvey,TomBoasbergremarksAlongwithstudent achievementdata,thisisthesinglemostimportantpieceofdatathatIlookat.

Challenges
LimitedfundsandarapidlychangingdemographicarechallengesforDPS.Between1985and2005,the LatinopopulationinDPSincreased111%.Whilethereismuchtocelebrateinthedistrictsimprovement aroundstudentachievement,theschoolboard,union,anddistrictrecognizethatthedataalsopointsto asignificantachievementgapbetweenvariousethnicgroups.AsnotedbyNateEasley,Presidentofthe DenverSchoolBoard,Whatwedidyesterdaydoesntgiveusasolutionfortomorrow.TheDenver Planrefocusedtheirwork,andtheunionanddistrictcollaborativelyundertookLEAPtohelpconsistently improveoutcomesforallstudents. ThecollaborativefoundationestablishedbytheirworkonProCompcontinuestorequireDPSandDCTA toengageinongoingdialogue.DCTAandDPScontinuetoworkthroughobstaclesthatarisein ProComp,includingthestructureandtimingofthepayouts.Threeyearsintotheimplementation,the districtmadechangesintheelementsofProComp.Thoughtheimplementationmovedforward,the currentcollaborationhasinheritedthischallenge.CarolynCrowder,theExecutiveDirectorofColorado


TeachersAssociation,notedthatduringthisprocessofimplementinganewteacherevaluationprocess, [DCTA}hadtoconvincethem[teachers]thatthedistrictisntgoingtopulltherugoutfromunder them.HenryRoman,PresidentofDCTA,furtherobserved,perceptionisreality,whetheritisrealityor not. Recently,sixofthedistrictschoolswereinturnaround.Theprocessthedistrictadministeredwasmet withcriticismfromteacherswhodidnotfeelsufficientlyinvolvedintheprocess.Afterthedecisions weremadearoundturnaroundweremade,thedistrict,unionandschoolboardmettotalkabouthow tomaketheprocessbetternexttime.AsCarolynCrowdernoted,Ifwedontshowwehave collaborationinthisarea[turnaround],thenthecollaborationinallareasisntauthentic. AnadditionalchallengeisthestillundefinedimpactofSenateBill191.Allmembersoftheleadershipin thedistrictareconcernedabouttheunintendedconsequencesofthispublicpolicy,andareworkingto contendwiththenonnegotiablessetbythestatelegislature,especiallytheprovisionrequiringthat studentassessmentdatamustcountfor50%oftheevaluation.Thedesignteamtaskedwithdeveloping thiscomponentisstrugglingtomakethisfairwithoutexistingmodelsinColoradofromwhichtodraw upon.Thepilotoftheteacherevaluationframeworkthisspringwillnotincludethiscomponent because,atpresent,theteamdoesnothavetheexpertisetofigureouthowtomeetthisexpectationin afairandequitablemannerthatcanbeclearlycommunicatedintheframeworkandconsistently applied.

SustainingFactors
Thehistoryofsuccessfulcollaboration,astrongdesiretocollaborate,andstructurestopromote investmentofallstakeholdershasaccountedfortheproductivelabormanagementrelationship.The visionforthecollaborativeworklivesinpublicdocumentsandinestablishedpractices,anddoesnot relysolelyuponthepersonalityorcapacityofthoseinleadership.AsHenryRoman,DCTAPresident, quipped,[Ourcollaboration]islikeamarriage,andlikeanyrelationshipneedsattentionandquality time. Boththesuperintendentandunionpresidentwerenewin2009;however,bothhadbeendeeply involvedinthedevelopmentofProComppriortoattainingtheircurrentpositions.BothSuperintendent TomBoasbergandPresidentHenryRomancredittheinvolvementofteacherswithcarryingthework forward,andfeelthattheworkwouldbesustainedthroughachangeinleadership.Anexampleof teacherinvolvementtosustaintheworkistheProCompTransitionTeam.Since2005,agroupof teacherswithunionleadershipformedatransitionteamtohelpwiththeimplementationofProComp. ThisteamcontinuestomeetonaregularbasiswithHenryRomantoaddresschallengespresentedby theProCompsystem. Denversbiggestchallengesmayyetlieahead.WithSB191pushingtheteacherevaluationtobebased primarilyonstudentoutcomemeasures,DPSandDCTAareworkingtodevelopafairevaluationsystem thatisincompliance.Thestakescontinuetoincrease,becauseastheoveralltestresultsimprove,a comparisonofachievementamongethnicgroupsshowsagrowingachievementgap.Whilethe collaborationhasalreadysurvivedachangeinleadership,thenextyearwillbeacontractyearfor Denver.InfinanciallychallengingtimesandwithSB191inplace,thecollaborativeculturecouldbe tested.

DouglasCountyPublicSchools,Colorado
Context
TheDouglasCountySchoolDistrict(DCSD)andDouglasCountyFederationofTeachers(DCFTT) innovativeandcollaborativepartnershipdatesbackovertwodecades.Theseeffortsbeganintheearly 1990swhenDCSDdevelopedoneofourcountrysfirstmodelsofpayforperformance.In1995Rob Weil,a20yearveteranhighschoolteacher,waselectedDCFTunionpresident.Weilcurrentlyservesas DeputyDirectoroftheNationalAmericanFederationofTeachers(AFT).CurrentDCFTPresidentBrenda SmithhasbeenateacherinDCSDsince1992.SheknowstheongoingDCSDgrowthchallengefirsthand throughtheperspectiveofherfirstclassroom,Ibeganwith16studentsandendedtheschoolyearwith 32students.Districtleadershiphasbeenconsistentwithonlythreesuperintendentsinfiftyyears.Dr. ElizabethCelaniaFagenisinherfirstyearasDCSDsuperintendent.Anotherrecentleadershipchange occurredontheDSCDBoardofEducation.InNovember2009,threenewmemberswereelectedtoa sevenmemberschoolboardbynarrowmargins.Allboardmembershaveadvancedcollegedegreesand workexperiencesthatincludepositionsinrealestate,investmentadvising,economics,theU.S. DepartmentofDefense,theU.S.StateDepartment,theWhiteHouse,andsenioradvisingtoaU.S. Senator. DCSD/DCFTisfocusedonbuildingcollaborativerelationshipsbasedontrust.Thiswasevidentin presentationsandinterviewsconductedduringtheLaborManagementCollaborationConference.At theconference,DCFTPresident,BrendaSmithshared, Howdoyoubuildthisrelationshipofcollaborationforstudentsuccess?Firstandforemost,you needtounderstandthatourdistricthasreallyfocusedinonrelationshipbuilding.We,asan organization,asateachersvoice,arealwaysatthetabletalkingaboutwhatsnextsotherere nosurprises.Wehavenotfiledagrievanceinoversixyears.Wetypicallymakeaphonecall priortoagrievanceandsolveissuesthroughdialogueandopencommunication.Partofthis comesfrombuildingrelationships,gettingtoknowwhomyouredealingwithinsidethesystem andwhenthereareproblems,solvingthemveryquickly. BoardofEducationVicePresident,DanGerken,agreesandadds,Seriously,someofthisstuffisfairly obvious,butBrendaandIgrabcoffeeoftenandwehaveanethicthatweagreetodisagree.Wedont keepsmallerdisagreementsfromgettinginthewayofthebigpicture. Parent,KevinLarsondiscussedtheimportanceoftrustinaninnovativedistrict.Hestated,Ifpeople dontfeelthereistrustbetweentheleadershipandthefrontline,whenindoubt,withlossin communication,youassumetheworst.Whatmusthappenislotsofcommunication.Then,whenyou dontknowallthedetails,youassumethebestisactuallyoccurring,andtheenergyisspentgetting innovationsimplemented.

StrategicPriorities
Thepayforperformanceplanwascreatedin1992andincorporatedtwodistinctcomponents:abase salarystructureandbonusincentiveawards.Theprogramwasdevelopedin6,000hours,duringanine monthperiod,tobuildconsensusonafinalplanthatwasapprovedby80%ofDCSDteachers.Today, DCSD/DCFTisworkingtoalignthepayforperformanceplanwithteachercompensationandevaluation. ContinuousImprovementofTeacherEffectiveness(CITE)isthecurrentDCSDevaluationinitiative.The goalistomaketeacherevaluationlesssubjective,morereflective,andsupportiveofteachersperfecting


theircraftthroughprofessionaldevelopment.CITEisbasedon21professionalcharacteristicsofteacher effectivenessinthreegeneralcategories:StudentAchievementandGrowthExpectations(primary), DifferentiatedPerformanceExpectations(secondary),andBasicComplianceExpectations(tertiary). DCFTPresidentBrendaSmithrecalledthedevelopmentofthepayforperformanceplanasaclassic caseofputtingthecartbeforethehorse.In1992,thepayforperformanceplanwasdeveloped separatelyfromthesalaryschedule,aswellastheevaluationandprofessionaldevelopmentplan.With CITE,DCSDisbringingtogetherover200oftheoriginalteachersandadministratorswhoworkedonthe payforperformanceplanwithnewteacherstoaligntheexistingplanwithcompensation,evaluation, andprofessionaldevelopment.Thisisanticipatedtobeathreetofouryearprocess,firstbuildingan evaluationsystem,andthenimprovingtheperformancepaysystem,whilesimultaneouslyenhancing theprofessionaldevelopmentprogram. DCSDhasalsodevelopedanalternativelicensureprograminordertomeettheongoingchallengeof rapidenrollmentgrowth.AccordingtoNationalCenterforEducationStatistics,DCSDisthefastest growingdistrictinthecountry.From19982008,DouglasCountygrew427.3%.DCSDmusthire hundredsofteacherseveryyear.DSCDpresentedaproposaltotheColoradoStateBoardofEducation tostreamlinethestate'scurrentteacherlicensureandendorsementproceduresinanefforttobetter servestudents.WaiverstocurrentprocessesallowthedistricttocreateitsownProfessionalinResident (PiR)programtohelphighlevelindustryprofessionalslikelocalaeronauticalengineers,foreign languageinstructors,andnuclearphysiciststoqualifytoteachDouglasCountystudentsonaparttime basis.Additionally,thedistrictwouldhavetheabilitytofillhardtostaffpositionslikespecialeducation, technologyeducation,mathematics,scienceandvocational/technicaleducation,byprovidingadditional trainingforqualifiedlicensedteachers.

SystemInfrastructure
TheDCSDcontract,alivingcontractrepresentstheprimaryfocusofadoptingwhatsbestforstudents asthesharedvalueforanyspecificproposaladvancedbyeitherthedistrictortheDCFTasstatedon pageone.Thisincludesschoolflexibilitytoutilizea21stCenturyWaiverAgreementtodothingsoutside ofthecontract.Examplesofsuchwaiversinclude,increasingstudentloadsordeterminingthespecifics ofplanningandcollaborationtime. Feedbackloopsarebuiltintothedistrictinfrastructuretoensureaccurateandtimelycommunication withanongoingopportunityforfeedback.OneexampleistheCITEWebsitethatisatthecoreof developingteacherevaluation.Alsoimportantareopportunitiesforcriticalconversations.Indescribing thecollaborativeprocess,teacherKimHermansays,Ithinktheprocessisagoodone,therearelotsof conversations,wearereallydiggingdeeptodefinewhateffectiveteachingis.Allvoicesintheroomare valuedandultimatelytheendresultwillbesomethingthatwecanalltrust. BoardofEducationVicePresident,DanGerkendiscussesthechallengesofinfrastructuretoinsurethe CITEevaluationsystemisdoneright.Thechallengesincludehardwareandsoftwarecoststocreatea sophisticated,stateoftheartsystem.Anotherchallengeisdevelopingasystemthatteachersandthe publicbelieveisavalidsystem.Gerkensharesthatthereissupporttopushteachersalariesuptoat least$100,000.Whilehebelievesthatseniorityisusuallyanindicatorofincreasedteachingability, Gerkenrecognizestheimportanceforgainingpublicsupportforhigherteachingsalariesbydevelopinga validevaluationsystemratherthanjustrestingontheassumptionthatmoreyearsofserviceequatesto betterteachers.

 SustainingFactors
TheDCFTconstitutionincludesafocusonstudentandcommunity,andutilizingademocraticprocess. Twoofsixsectionsarefocusedonstudents.SectionFivefocusesonpromotingademocratic environmentintheschoolsandworksitestoenablestudentstofindtheirplacesintheindustrial,social andpoliticallifeofthecommunity.Threeexamplesofutilizingthedemocraticprocesswereevident duringtheLaborManagementCollaborationconferencepresentations. First,inaconversationbetweenU.S.DepartmentofEducation,SeniorEducationAdvisor,BradJuppand alternativehighschoolseniorAnnie,studentinvolvementinhiringteachersatDanielC.OakesHigh Schoolwasdiscussed.WhenaskedwhetherOakesHighcouldworkwithoutteacherbuyintothe schoolmodel,Anniereplied, Itwouldntworkatallbecausethestudentsinterviewtheteachersfirst.Thenthatteacher meetsthestaffandgetsinterviewed.Wefilloutasurveyandgiveittothestaffandtellthem whatwethinkabouttheteacherwejustinterviewed.Ifwegetateacherwhocomesinwhojust wantstogobytherules,whichisfine,butdoesntreachouttokids,itsnotgoingtowork.We needpeoplewhohavetheenergytoteachthestudentsandactuallyeducatethem,notjustgive thematest,agrade,andgohome.Itsamazingthatwehavethechoicetopickwhichteacher wewanttoworkwith. Inasubsequentexample,resourceteacher,KimHermanfromNortheastElementarySchool,sharedher motivationforparticipatingintheCITEcommittee, ItsthefactthatImABLEto.Thisissomethingthatisnotbeingdonetous...Ourdistrictasked forteacherstojoinaroomwhereadministrators,districtleaders,unionrepresentatives,and nationalunionleadersweregathered.Itdidntfeellikeadistrictcommittee.Itwasinvigorating. Itwasabouthelpingeducationandfiguringouthowtodothingsbetter. Andfinally,SuperintendentCelaniaFagendescribesthechallengeofColoradoSenateBill191andthe CITEinitiative.Shestated, Coloradohasworkedtomaintainafairamountoflocalcontrol.Ithinkalotoftheinnovation youseeinDouglasCountyisaresultofhavingtheopportunitytodothesethings.Agreat exampleiswehaveCITEmovingforwardwith21indicatorsofteachereffectiveness,fullspeed ahead,downthetrack,andallofasuddennowwehavethestatecomingoutwithteacher standards.Insomestatesyouwouldhavetostartoverandyoudhavetomakethosestate standardsyourindicators;butourunionpresident,BrendaSmithworkedwiththelegislature andotherstomakesurethatifourCITEsystemisbetter,orequalto,whateverthestatecomes upwith,wecanbewaivedoutofthestatesystem.

DCSDisattemptingtoprovideaworldclasseducationthroughtheircommitmentstoschoolchoiceand assessmentofsystemperformance.Thedistrictisnotonlyexaminingstudentoutcomesbutalsohow theyaregoingtoteachstudentswhoaredigitalnatives.Theyareaskingquestionsabouthowtoengage studentsintheworldinwhichtheyareandwillbeliving.Theyareanalyzinghowallofthisworkswithin asystem.SuperintendentCelaniaFagensaid, Sinceabout2002weveallowedexternalforcestodefinewhatsgoodineducation.Were changingthat.InDouglasCountyourbumperstickerreads,Wearegoingtoauthentically assessthatwhichmattersmost.Andweregoingtodecidewhatmattersmostforourstudents,


ourteachers,ourschools,ourdistrict,andforourleaders.Andthenweregoingtoassessthose thingsauthenticallyandsharethoseresultswithourcommunityandallourstakeholders.

GreenDotPublicSchools,California
Context
GreenDotPublicSchoolsisachartermanagementorganization(CMO)foundedin1999asaresponseto dismalstudentachievementresultsinLosAngeles.ThecurrentCEO,MarcoPetruzzijoinedGreenDotin 2007andtookoveroperationsasPresidentandChiefExecutiveOfficerin2008.Alsoin2008,GreenDot NewYorkCharterSchoolopenedforasmallgroupofninthgradestudentsintheBronx. Operating17highschoolsintheLosAngelesareaandonemiddleschool,GreenDotshistoryisonethat startswithadrivetoimproveacademicgrowthinstrugglingorimpoverishedcommunitiesinLos Angeles.Consistently,LosAngelesGreenDotschoolsoutperformcomparableLosAngelesUnified SchoolDistrict(LAUSD)sitesontheCaliforniaStandardizedTest,theCaliforniaHighSchoolExitExam, andcollegeeligibility.In2007,GreenDottookonthetaskofturningaroundoneofthecityslargestand lowestperformingschools.TheLockeTransformationProject,seenbythedistrictasanunprecedented challenge,signaledoneofthelargestprojectsbyaCMOtodate.TransformingAlainLeroyLockeHigh SchoolinSouthCentralAngelesintoeightsmallerhighschools,GreenDotsoughttodemonstratea directresponsetolacklusterresultsfromLAUSD.Thusfar,GreenDotsworkatLockehassignificantly improvedcampussafety,attendanceandretentionofstudentsandacademicachievementisalso showingimprovement,althoughGreenDotacknowledgesthatthereisstillalongwaytogotoachieve truecollegereadinessforthemajorityofstudentsthere.

StrategicPriorities
GreenDot'stheoryofacademicsuccessisidentifiedinitssixtenets(Figure1). Figure1:GreenDotsSixTenetsofHighPerformingSchools:


Thesetenetsaremadeexplicittoparents,students,andtheinstructionalcommunityofGreenDot schoolsanddriveeverysignificantstructuralandstrategiceffort.Thoughtheyappeartobegeneral concepts,theyhavesweepinglaborconsequencesthatrethinkcontractualobligationsandexpectations ofeducatorsateveryleveloftheGreenDotschoolsystem.Forinstance,thoughthereisacknowledged flexibilityinparentalparticipation,GreenDotasksparentstocontribute35hoursoftimeperyearat theirchild'sschool.Moreover,GreenDothelpedcreatetheLosAngelesParentUnion,agrassroots organizationthatempowersparentsathistoricallylowperformingschoolstoadvocateforequityand change.Intheireffortstoadvocateforstudentneeds,theseparentsarealignedwithGreenDots mission.Fromthissharedmission,theParentRevolutioninLosAngeleshasbecomeapowerfulparent advocatefromwithinthewallsoftheLosAngelesUnifiedSchoolDistrictandwasactiveinelectionsfor thethreeroundsofthedistrict'sPublicSchoolChoiceInitiative.Theseeffortshaveplacedthe managementoftraditionalpublicschoolsintothehandsofnumerousCMOs.Thoughanoffshootof GreenDot,theireffortsrepresentpotentiallargerimplicationsforLosAngelespubliceducation. Asstatedintheirschoolvision,preparingstudentsinunderservedcommunitiestobecollegereadyis thekeypriorityfromwhichnewmodelsoflaborandmanagementarebeingdeveloped.GreenDot operatesunderthefundamentalviewthatallchildrencangotocollege.Thisisnotrhetoric.Although therearecareertechnicalpathsavailableforstudentstochoosefrom,studentsarenotaffordeda purelyvocationalcourseofstudy,butrathercanadditinadditiontoacollegereadypath. StrongleadershipdevelopmentisakeyfactorinhowGreenDotenvisionsimprovingacademic performance.Inlightofthispriority,thereisarigorousprocessfordevelopingandevaluatingprincipal leadersona360model.Individualstheysupervise,aswellasdistrictofficials,providefeedbackin determiningadministrativeeffectiveness. Focusingonpartnershipsandnetworkdevelopmentasakeystrategyforsuccess,GreenDotworks closelywithLoyolaMarymountUniversityforresearchandprofessionaldevelopmentassistance. Additionally,criticalworkwiththeLosAngelesUnifiedSchoolDistrictandLennoxSchoolDistrictallows GreenDottoserveasamodelforsmallschooldesign,exemplifiedin2003,whentheLennoxMathand ScienceAcademywasopenedbytheLennoxSchoolDistrictbasedonGreenDotsmodel.

SystemInfrastructure
AttheheartofGreenDot'svisionisateachercontractthatissignificantlylesscomplexandprescriptive thanmostotherteachercontracts.Validthrough2013,thecurrentcontractisonly30pages. Administrationinitiallylookedfortheverybasiccomponentsnecessaryinastandardteachingcontract andexcisedlanguagethatspoketothedaytodayresponsibilitiesofteaching.Thecontractdelegates decisionmakingtoschools,whichthemanagerialstaffclaimsleadstomoreleewayandinnovation withintheirschools."Westartedwithatraditionalcontract,"Petruzzisaid,"Andlookedateachsection andasked,Whatdoesthisdoforstudents?" Thiscontractwasnotimposedonateachingstaff;instead,itwasnegotiatedwithateacher'sunion.This isnotthecaseinmostCMOs.GreenDot'sadministrationassertsthat,contrarytootherCMOs' assumptions,aunioncontractcanmakethedistrictstrongerifconsistentlyandappropriatelymanaged tokeepstudentsinterestatthecenterofdiscussionsandnegotiations.Theunioncontractand frameworkforcesmanagementtothinkmoreclearlyaboutlaborimplicationsandtobemore transparentintheprocessofcommunicating.Forexample,themostrecentroundofcontract negotiationswasthemostdifficultthatthedistrictandunionhavegonethrough.Stateandnationwide budgetconstraintsandtherecentLockeTransformationundertaking"stretchedandstressed"the


organization,accordingtoPetruzzi.Byworkingthroughandnegotiatingthecontract,GreenDot's managementandlaborforcesworkedoncommunicatinginwaysthatbestmeetstudentperformance. Similarly,GreenDothasworkeddirectlywithUFTincraftingtheNewYorkcontract. Becausethecontractdoesnotofferallofthecomponentsofatraditionalteacherscontract,the companysmodelofdaytodayoperationslooksfundamentallydifferentthanotherdistricts.Asa result,GreenDot'steacherexpectationsdeviatesignificantlyfromthatofmostpublicschools.Atthe heartoftheseexpectationsisthattheGreenDotteacher'sworkdayisnotstructuredaroundsethours. Whilestudentandclassroomtimerevolvesaroundtraditionalbellschedules,teachersoperateona professionalday.Theirhoursarenotdefinedbythetimeoftheday.Instead,teachersoptimizetheir workscheduletobestmeettheneedsofthestudentsonasitebysitebasis.Teachersmayhostafter schoolofficehours,modeledafteracollegeformat,serveonprofessionalcommittees,orinotherways thatdirectlybenefitstheneedsandvisionoftheschool.Thisbothcreatesflexibilityforteacherand allowsforautonomyandaccountabilityateachschool. Sitespecificcommitteesgrantstipendsforteachers'time.GreenDotUnionPresident,ArielleZurzolo,in reflectingabouttheprofessionaldaysaid,IknowwhatImsigningupfor.Weacceptthatit'swhatwe havetodotofulfilltheneedsofstudents.Thisworkmodelisanembeddedcomponentofwhat separatesGreenDot'smanagementconceptandattemptstotieitdirectlytostudentachievement. Inadditiontoitsuniquecontractandestablishedunion,perhapsthesinglemostimportantcomponent ofGreenDotinfrastructureasitiscurrentlydesignedisaheavyrelianceonclearcommunication. Indeed,GreenDot'sphilosophyofeducationalchangeisrootedinthenecessityforlaborand managementtoengageindialogueaboutstudentlearning.Forthistohappen,GreenDothastaken effortstodiminishtheburdenofadministrativeresponsibilitiesmostprincipalshave,centralizingthese tasksawayfromthecampus.Forthisreason,principalsareexpectedtospendatleast50%oftheirtime inclassrooms. Achallengethatthedistrictfacesinimplementingeffectiveinstructionacrossschoolsistheoccasional inconsistencyofimplementationacrossthesites.AsGreenDotdeploysnewinitiativestoimprove studentresultsandschooloperations,poorimplementationatanyofthe18differentsiteshasthe potentialto"destroythecredibility"ofmanagement.Inthesechallenges,GreenDotiscognizantofthe tenuousnatureofcommunicationanditseffectsonlabor/managementrelations,sweepingchange,and thelearningexperiencesofstudents.

SustainingFactors
State,federalandlocalfundingcoversGreenDot'soperatingexpensesformatureschoolsbutdoesnot coverthefinancialneedsofstartingandgrowingnewschools.Currently,thefundingforgrowth (facilities,furnitureandequipmentinvestments,andstartupcosts)issupplementedthrough philanthropy.Petruzziusesarecurringmottowhenitcomestothefundinggoalsforthedistrict:same kids,samedollars;GreenDotschoolsaimtooperatewiththesameamountofgovernmentfundingas traditionalpublicschools.WiththematureLosAngelesschoolsalreadyselfsustaining(thosewithfull gradesandatleast4yearsofoperation),evenifCaliforniafundschartersatalowerratethantraditional districts,GreenDotisabletooffersalariesthatareverycompetitivewithotherdistricts,whileproviding acollegeandcareerreadycareerpathwayforallstudents.Largegrantcontributionshelpsustainthe districtandareusedforstartingschoolsandthedevelopmentoflargerstructuralprojects.Forinstance, approximatelyhalfofalargecontributionbytheBillandMelindaGatesFoundationwillgotowards


teachercompensationandtheotherhalfwillbetodevelopamorerobustinformationtechnology infrastructure. Petruzzinotedthatthedistrictisaworkinprogress.Keymembersofitsnegotiatingteam,Petruzzi, Zurzolo,andboardmemberMarleneCanter,readilyacknowledgemisstepsthatthedistrictmade.In executingtheLockeTransformationProject,manyofthespecialprogramsdevelopedforseverelycredit deficientstudentsdidntworkaswellasexpectedandGreenDothadtoredesignquickly.Likewise,one GreenDotschool,AnimoJustice,wascloseddueto"poorcultureandlackofresultsforstudents," accordingtoPetruzzi.Whilethesemisstepsarelegitimatecritiquesofthesystem,keyGreenDotleaders inbothlaborandmanagementspeakoftheseasareasthathavehelpedimprovetheorganization's practiceovertime.Forinstance,inconsideringthepossibilityoftakingoveranotherlarge transformationalprojectlikeLocke,GreenDot'sstakeholdersreadilystatethattheywouldnotonlydo thingsdifferently,butnowhavethecapacitytoensurethis. Ultimately,GreenDot'ssuccessisdependentonthecommunicationbetweenlaborandmanagement. Regularstandingcommittees,contractualnegotiation,andageneralbeliefthataslimmercontract allowsformoredirectcommunicationandactionarekeystothiscommunication.Theinfrastructure, simplifiedcontract,andadministrativeresponsibilitiesallowteachers,principals,andmanagerstowork indialoguewithoneanothertoimprovestudentachievement.Readilyacknowledgingthatthisisa messyprocess,Petruzzistatessimply,"Ifyouwantschoolsitedecisionmaking,youhavetoworkatit."

HelenaPublicSchools,Montana
Context
TheworkingrelationshipbetweentheHelenaEducationAssociation(HEA)andmanagementinthe HelenaPublicSchools(HPS)hasbeentransformedfromonedescribedbylongtimeHEAPresidentLarry Nielsenasadversarialandconfrontationaltoonethatismorecollaborativeandcommittedto commonoutcomes.Districtleaders,includingSuperintendentBruceMessinger,creditaprocessof consensusbuildingandbargainingdevelopedoverthecourseofadecadeandsustainedthroughstable leadershipandcommunitysupport.Theseconditionshavecreatedapositivecultureandshared decisionmakingthatextendbeyondthebargainingtable.Consensusnegotiationsandjointfinancial decisionmakinghaveledtotheimplementationoftheProfessionalCompensationAlternativePlan (PCAP),takingHelenaPublicSchoolsfromthedistrictwiththelowesttothehighestteachersalariesin thestate.Salariesnowrangefrom$35,417to$73,173.Acommitteeofdistrictleadersandunion membersmanagesPCAP.Newteachersaresupportedbyamentoringprogramandtargeted professionaldevelopmentcalledB.E.S.T.,orBeginningEducatorsSupportandTraining. Fromthelate1970stotheearly90s,HPSandHEAengagedintraditionalcollectivebargaining,which wasoftencontentious.Thelowpointcamein1993,whenthelackoftrustbetweenlaborand managementalmostledtoastrike.Agreementswerehammeredoutoverthenextfewyears,butthere remainedagrowingconcernthatnegativelabormanagementrelationshipswereaffectingstudentsin theclassroom.Recognizingthatthecurrentsituationwasnotworking,thedistrictadoptedinterest basedbargainingin1996.Dr.Messingerwashiredassuperintendentin1997.LarryNielsenwaselected presidentofHEAin2002,providingleadershipfromalongtimeHPSpracticingteacher.Atthesame time,turnoverslowedattheBoardofEducationandprovidedopportunitiesforbuildingnew relationships,trust,andstability.


Dr.MessingercametoHelenawithexperienceintheconsensusprocessforcontractnegotiationsand decisionmaking.In2002,hehiredafacilitator,BobChadwick,toworkwithdistrict,union,andboard leaders.Thesuperintendent,HEAleadership,andallnineboardmembersparticipatedinalengthy seriesofmeetings.Initially,theseleaderswereawareofthehighriskassociatedwithcommittingto consensusnegotiationsinanatmosphereofdistrust.However,theybuilttrustbyexpressingtheir greatestfearsandidentifyingsharedoutcomes.AsDr.Messingersaid,Eventuallyinsteadofspending somuchenergypushingbackagainsteachother,wespenttheenergypushingforwardtogetherThats whatwefiguredout.HelenaIndependentRecordreporterLauraTodeattendedtheemotionally chargednegotiations,anddistrict,union,andboardmembersalikecreditheraccuratereportingfor helpingtoachievecommunitysupportforsubsequentchanges.

StrategicPriorities
Thegoalofattracting,retaining,anddevelopingthehighestqualityteachersemergedfromthe consensusprocess.AccordingtoformerunionpresidentandcurrentMontanaEducation Association/MontanaFederationofTeachers(MEAMFT)fieldconsultant,LarryNielsen,therewasclear evidenceinthe1990sthatHPSwasnotattractingorretainingenoughgoodteachers.Teacherswere retiringearlyandgoingtoworkinWashingtonthenumberofapplicantsforopenpositionswas dismal.Inordertoattractthebestteachers,districtleadersmadeacommitmenttoinvestinhuman capitaltoincreasestudentachievement.Havingthebestteachersiskeytostudentperformance. Generallytogetthebest,youneedtobewillingtopayforthebest,saidboardmemberDonJones.The ProfessionalCompensationAlternativePlan(PCAP)wasnegotiatedin2003andimplementedin2004 05.AccordingtoNielsen,therewassignificantresistancetotheimplementationofanewsalary schedulewhenitwasfirstdiscussedinnegotiations,totheextentthathealmostlostanelectionover it.Teachersheardrumorsofmeritpay,andeventheNEAwarnedhimagainstdoingthatstuff.To allayfears,unionanddistrictleadersusedoneononecommunication,visitingschoolsandtalkingto teachers.Oncetheplanwasrolledout,teacherssupportedit.Todate,93%ofteachershavechosento movetoPCAP. PCAPisdesignedtobeattainable,affordable,andaccountable,inadditiontoprovidingopportunities andrewardsforprofessionalgrowth.ThePCAPpayscaleoffersacareerladderwith25steps.Thetop stepssalaryisalmost$10,000higherthanthatofthetraditionalscale.Ratherthanyearsofservice, movinguponthePCAPscalerequirescompletionofanapprovedCareerDevelopmentPlan,a ProfessionalServiceComponent(PSC),andapositivesupervisorsevaluation.Newlyhiredteachersare automaticallyputonthePCAP;thosehiredpriorto2004canchoosewhichsalaryscheduletheyprefer. Now91%oftheHPSgeneralfundgoestoteachersalaries,andforeveryopenposition,thereare approximatelythirtytofortyapplicants,accordingtoJones. Districtleadersdescribetheconsensusprocessashavingapositiveimpactonthecultureofthe community,resultinginincreasedstudentachievement,improvedprofessionaldevelopment,and instructioninlinewiththeirvisionandmissiontoeducatethewholechild.Tosupportthesegoals,a labormanagementcommitteeiscurrentlyoverhaulingthecurrentteacherevaluationsystemto complementPCAPandemphasizeprofessionalgrowth.Underthenewplan,teacherswillneedto provideevidenceofstudentachievement.However,studentscoresonstandardizedtestswillnotbe partofmeasuringateacherseffectiveness.Messingersaidthathefindstestscoreslimitingandthat HPShasbroaderdiscussionsaboutstudentachievement.AccordingtoMessinger,moststatestests areaboutsystemsratherthanstudents(so)tousethosetomeasureteacherperformancewitha groupofkidsisinappropriate.InsteadHPSwilllookatdataofstudentperformancethatteachers


provide.Thesecouldincludetestscoresand/orotherassessmentsandmeasurementsregardinghow theirpresenceaffectsstudentsgrowthandachievement.However,Messingerdidnotdescribehow thedistrictwillensurethatthesedataarereliableorusedconsistentlyfromschooltoschool,oreven fromclassroomtoclassroom.Alsograduationratesasameasureofstudentachievementhave providedmixedresultsforHPS.Montana'sOfficeofPublicInstruction'sdatashowsadeclineinHelena HighSchoolsgraduationratefrom78%inthe20072008schoolyearto71%in2009and72.1%in 2010.Districtfiguresshowagraduationrateof77.5%in2010.Dr.Messingerexplainsthisbypointing outthattheOPIsystemdoesnotaccountforeverystudentanditisnotvalidorreliable.

SystemInfrastructure
ThePCAPplanchangedthetraditionalsalaryschedulethatwasbasedonexperienceandeducationtoa singleladdersysteminwhichteachersmoveupthestepsastheymeetcertainrequirementsand receiveapositiveevaluation.Thenewladderincludes25stepsandoffersteachersAdvanced ProfessionalEducation&TrainingStipends(APETS).Toadvanceontheladder,aneducatormust: 1. Write,submit,andcompleteanapprovedCareerDevelopmentPlan(CDP)thatmeetsthe criteriaassetforthintheCareerDevelopmentRubric.AsoutlinedinthePCAPGuideline Bookforeducators,thepurposeoftheplanistoalloweducatorstheopportunitiesto explore,analyze,anddevelopqualityinstructionalstrategies directlybenefitingeach individuallearner.TheCareerDevelopmentPlansincludesaneducationcomponent. 2. PerformProfessionalServiceCommitment(PSC)asdefinedintheplan.ThePSCdetails additional,uncompensateddutiesthateducatorstakeonduringtheschoolyear,suchas servingoncommittees,supportingpeers,orworkingonschoolprojectsoutsideofthe regularschoolday.AnadministratorandteachermutuallyagreeuponthePSC. 3. Receiveapositiveevaluationasdefinedinthenegotiatedagreement.TheAccountability Strandevaluationisannualforteachersintheirfirstfouryears.Tenureistypicallygranted uponthefourthyear.ACDPcanbeusedaspartoftheeducatorsevaluationprocessunder thenegotiatedagreement. Helenateachersareplacedononeoftwoevaluationstrands.Nontenuredteacherstransitioninginto theprofessionareintheAccountabilityStrand,whichresultsinannualevaluations.Tenuredteachers canoptoutofthetraditionalAccountabilityStrand"evaluationprocesstobeapartofthe ProfessionalGrowthStrand,whosepurposeistopromoteprofessionalgrowththroughgoalsetting, toinvolvetheteacherandadministratorincooperativediscussionsandplanning,andtoencourage collegialinteractionfortheaccomplishmentofgoals.PGPinnovationsincludepeercollaboration, observation,anddatacollection,withadministratorsservingascoachesandfacilitators. NewteachersareautomaticallyplacedonthePCAPladder.WhenPCAPwasimplementedin2004, tenuredteacherswereofferedtheoptiontomovetoPCAPfromthetraditionalsalaryschedule.60%of tenuredteachersmovedinthefirstyear,andcurrently(20102011)93%ofHPSteachersparticipatein PCAP.Newteachersareofferedsupportanddevelopmentthroughamentoringprogramthatmatches themwithamastereducatorwhohasbeenteachinginHelenaforatleastfiveyears. ThedistrictandunionbargainedaProfessionalGrowthFundtofundprofessionaldevelopment,paying forteacherssabbaticalleaves,tuitionandfeereimbursements,andotherprofessionalgrowth opportunities.Acommittee,madeupoftwomembersappointedbythesuperintendentandthree


appointedbytheHEA,isselectedeachyeartoapproveproposalsanddistributethefunds. BudgettransparencyiskeytothesuccessofHPSsconsensusdecisionmaking.Superintendent Messingermovedbudgetmattersfromthebusinessofficetothesuperintendentsofficeandopened thebudgettounionleaders.Thismoveincreasedtrustandledtosharedgovernanceandjoint decisionmaking,accordingtoLarryNielsen.WhendevelopingPCAPin2003,labor,management,and boardleaderswereveryconcernedaboutitsimpactontheDistrictsfinances,sotheyhiredanoutside firmtodoalongandshorttermcostanalysis.Theanalysisshowedtheplanwascosteffectiveinthe longterm.Tooffsettheshorttermcosts,thedistrictofferedretirementbuyoutstoeligibleteachersand prepaidinsurancecostsforthe20042005schoolyear.PCAPwasthusputintoeffectwithoutusingany newmoney. Despitethisthoughtfulandongoingprocess,districtleadersacknowledgethattheydidnotseekenough principalinputintheconsensusprocess.Thisyear,HelenaispilotingtheVanderbiltAssessmentfor LeadershipinEducation(VALED),evaluatingadministratorsbasedonthelearningcenteredleadership researchliteraturethatalignstoInterstateSchoolLeadersLicensureConsortium(ISLLC)standards. Whilethisisanattempttomoreeffectivelyevaluateprincipals,districtleadershavenotarticulatedhow theyplantoobtainadditionalprincipalinputintheconsensusprocess.

SustainingFactors
TheHelenaPublicSchoolshashadremarkablestabilityinleadership,whichhelpedtosustaintheir productivelabormanagementrelationship.Dr.MessingerhasbeenwiththeDistrictforfourteenyears, andalthoughheisnolongerPresidentofHEA,LarryNielsen,remainsinclosecontactthroughhiswork withMEAMFT.Personnelcontinuetrainingintheconsensusprocess,andeducatorsandadministrators rotateintodistrictcommitteestoexperiencetheprocessfirsthand.Schoolsandcommunitygroups havealsoreceivedtrainingandusetheconsensusprocess. Contractlanguagestatesthattheunionandmanagementhaveembracedaproblemsolvingapproach thatwillencompassashareddecisionmakingprocessfosteringtrustandrespect.RecentlyelectedHEA President,TammyPilcher,sayssheinheritedagreatsituation,inadistrictthatworks.Sheclaimsthat althoughsomeveteranteacherswereconcernedaboutthechangesbroughtwithPCAPandongoing bargaining,Nowwedhaveafightifwewentback.Believingthatongoingcommunicationinthe districtisessentialtosustainingprogress,alabormanagementcommitteemeetsmonthlytonegotiate issuesastheycomeupintheongoingbargainingprocess,andunionanddistrictleadersmeetweekly. AlthoughMontanahasshieldedsomeoilandgasmoney,fundingandimpendingstatelegislationcould provechallengingforHelenainthecomingyears.Dr.Messingerscommitmenttonotusingstudent achievementdatatoevaluateteacherscouldbetestedbystatelegislation.Additionally,stateandlocal fundingcouldimpedetheeffectivenessofprofessionaldevelopmentandPCAP.However,district leadersareconfidentinthestrengthoftheirconsensusprocess,andseeitasawayforwardthrough thesechallenges.

HillsboroughCountyPublicSchools,Florida
Context
HillsboroughCountyPublicSchools(HCPS)hasalonghistoryoflabormanagementcooperation.In1968, thedistrictandunionstoodtogetherthroughastatewideteacherstrikeoverstatefunding.Throughthe


1970s,theadministrationandtheunionsawopportunitiesforschoolimprovementthrough collaborationoncurriculum,assessment,andtextbookselection.Thisdevelopedintosharedplanning anddecisionmakinginthe1980sand1990s,whichledtoinnovationsincompensation,performance pay,mentoring,andevaluationinthispastdecade.Inthepast43years,HCPShashadfour superintendents.Thecurrentsuperintendent,MaryEllenElia,beganworkingasaHCPShighschool teacherin1986andmovedtohercurrentpositionin2005.Schoolboardmembershaveroutinely servedforasmanyas20years.Theboard,administration,andunionpointtostableleadership,shared goals,transparency,positiveresults,focusonlongtermsuccess,andempowermentofteachersaskeys totheirsuccess. Thissharedvisionofsuccessisevidentwhendistrictleadersspeakaboutthewaycollaborationand conflictaremanagedwithinthedistrict.AccordingtoHillsboroughCountyTeachersAssociation(HCTA) PresidentJeanClements,Wehaveaplan,butweknowwemayhavetoadjustit.Wehavetobe flexible.Weknowthatwedontknowasmuchnowaswewillthreemonthsfromnow.Moreover, teachersareappointedtodistrictcommitteesbytheunion.Thispolicyallowsanotherunioncheckon decisionsandissignificantasonlyhalfoftheteachersinthedistrictaremembersoftheHCTA.Deputy SuperintendentDanValdezassertsthathetalkstotheunioneveryday.Hedescribestheirmutual accountability:Theyholdourfeettothefire;conversely,welldothesameforthem.Sometimes,Iwill getacall,didyouthinkthisthroughcarefully?Thatprobablymeanswedidnt.Thisisnevera negative.Describingthepremisethathasbuilttrustinthedistrictheadds,Dontlie.Dowhatyousay youaregoingtodoanddontdowhatyousayyouarenotgoingtodo.Wedontkeepscore,andwetry tokeepouregosoutofourdiscussions.AccordingtoValdez,theunionwillsometimesforgetabit aboutthecontractandhegentlyremindsthemthattherearealwayswaysofworkingwithinthe contracttodowhatneedstobedone.

StrategicPriorities
Aninternalsurveyfoundthat47%ofHCPSteachershadsevenyearsofexperienceorless.Another findingrevealedthat60%ofthedistrictshighestneedsstudentswerenotinwhatitidentifiedasthe highestneedsschools.Thisanalysisinformedtheviewsofdistrictleadersandhelpedtoinformthe strategicdirectionofthedistrict. The$100millionEmpoweringEffectiveTeachers(EET)grantfromtheBill&MelindaGatesFoundation markedthebeginningofasevenyearinitiativedrivenbyasinglestudentoutcomegoal:90%ormoreof studentsinHCPSwillbereadyforpostsecondarycollege/career.Thisisanoutcomethatallstakeholders couldsupportandwasdevelopedbyasteeringcommitteecomposedofmanagement,board,andlabor leadersaswellasfocusgroupsthatincludedteachersandcommunitymembers.Recognizingthat teachersandprincipalsareessentialtothisgoal,HCPShasimplemented: Anintensivetwoyearinductionprogramwithexpertmentorsonfullreleasetomentorand evaluatenewteachers. AnevaluationdevelopedwithCharlotteDanielsonwithwhichteachersareformallyobserved3 to12timesperyear.Teachersevaluationsarebasedinpartonnewvalueaddedmeasures developedwiththeUniversityofWisconsinbasedonstateassessmentsandexamscreatedin HCPS(SeeFigure1).Manyoftheselocalassessmentshavebeeninusesincethe1980sinHCPS andhavebeentestedforvalidityandreliability. Anewevaluationsystemforprincipals(SeeFigure2).


Figure1:TeacherevaluationinHCPS Figure2:PrincipalevaluationinHCPS

Performancebasedonstudentlearningandmultipleevaluations,aswellasadvancedrolesforteachers willdeterminetenuredecisions,compensation,andsupport.WiththeassistanceofCambridge Consulting,HCPShastrainedover800peers,mentors,principals,andatleastoneassistantprincipalper buildingtomaketheadditionalobservationsofteacherspossible.Significantly,666teachersappliedfor the119peerevaluatorrolesdemonstratingstronginterest.Theadministrationandunionscreened theseapplicantstodeterminethepeerevaluators.HCPSwillextendthenontenuredapprentice periodforteachersfromthreetofouryearsifnecessarytoestablishatleastthreeyearsofstudent learningdata.Additionally,allteacherswillhavetheabilitytoearnhighersalariesmuchearlierintheir careers.Afterthreetofiveyears,newteacherswhoearnhighevaluationandvalueaddedratingswill beabletoearnasmuchasteachersintheir20thyearsonthecurrentsalaryschedule. WhilesomereadingandmathscoresarestillbelowtheFloridaaverage,HCPShasdemonstrated studentachievementinmultipleareas,receivinganAratingfromFloridasaccountabilitysystemthe pastthreeyears.Thefouryearcohortgraduationrateis82.3%andthenumberofstudentstaking AdvancedPlacementexamshasdoubledwhileperformanceonthoseexamshassteadilyincreasedin recentyears.Additionally,HCPSboaststhehighestnumberofNationalMeritScholars,andspecifically thehighestnumberofAfricanAmericanNationalMeritScholars,ofanydistrictinFlorida.Tosupport theseefforts,teachersreceive$50foreachstudentwhosescorequalifiesforcollegecredit.

SystemInfrastructure
Accordingtoadministration,board,andunionleadershipthecontractlanguageforteachersand administratorsisnotparticularlyremarkable,butthedevelopmentandimplementationoftheHCPS planhasbeentransparent,careful,andflexibleinordertocultivatetrust.Accordingtotheplan,by 20132014,allteachersenteringHCPSwillbeplacedonanewcontractthatwillnolongerreward teachersforadvanceddegreesandyearsofexperience,butwillplaceteachersthathavemovedbeyond apprenticestatusintooneofthreesalarybandsbasedontheevaluationcriteriadevelopedbytheEET grant.ThisdelayedimplementationofthecompensationsystemwillallowHCPStocollectthreeyearsof valueaddedandobservationdatatoaccuratelyplaceteachersinthoseperformancebands.Inorderto reduceoppositiontothissignificantshiftinthecompensationstructure,experiencedteachersalreadyin HCPScanopttoremainonthecurrentsalaryschedule. Oneofthemostobviousreasonsforthedistrictssuccessiscommunication,asanumberofstructures andpracticesareinplacetofacilitateeffectivecommunicationinthedistrict.First,theadministration


sendsoutperiodicpulsechecksthroughSurveyMonkey.Thesepulsechecksconsistoffiveorsix questionsonanissuesuchasthebudgettoobtainrapidfeedbackfromteachersandthusascertain theirattitudesandcollectideas.Second,teachersreceivedailypopupemailsfromthesuperintendent thattheymustreadbeforetheycanexitoutofthem,towhichtheycanrespond.Theadministrationis committedtoa24to48hourturnaroundonresponses.Additionally,adistrictcommunicationsWeb siteandemailboxareavailableforanyquestionsfromteachers.Attheoutset,theemailboxreceived approximately200emailsperweekandtheunionandadministrationjointlyansweredthequestions. Asquestionshavebeenanswered,thenumberofqueriesperweekhasdroppedtoapproximately15 20.Third,administration,union,andboardleadersmeetregularlywithteachersandcommunity members.Furthermore,UnionRepresentativeForumsareheldonaregularbasisduringtheschoolday, inwhichunionbuildingrepresentativesarereleasedfromtheirteachingresponsibilitiessotheycan attendtheforumsandreceivetimely,accuratefirsthandinformation. ThetheoryofactionbehindEETismodeledinFigure3.Qualityleadershipandacycleoftalent managementsupportthe90%college/careerreadygoalforthedistrict.Severalstructuresareinplace tomakethispossible. Figure2:EmpoweringEffectiveTeachersoverview

Thedistrictisofferingrecruitmentbonusesof510%toattractteacherstotheirRenaissance Schools(HCPShighestneedsschools). Mentorsarereleasedfromtheirteachingresponsibilitiesfor23yearstoensureafocusonthe mentoringprocess.Thesementorsmeetwithfirstyearteachersaminimumofonceaweekand secondyearteachersaminimumofonceeverytwoweeks. Since1985HCPShasbeenbuildinganextensivelocalassessmentsystemtosupplementstate andnationaltests. ThedistricthascontractedwithoutsideexpertssuchastheUniversityofWisconsintoworkwith teachersandadministratorstodevelopvalidandreliablevalueaddedmeasuresforallsubject areasatallgradelevels. ThedistrictisbuildingadatamanagementsystemwithLawsonTalentManagementSystemsto warehouseandusethedatatheyarecollecting.


Thedistrictisusingoutsideexpertisetoprovidetrainingontheirobservationtools.Thisincludes aninitialtwoweeksoftraining,threedaysoftraininginschoolsdoingobservations,and subsequentoneononeobservationandtrainingsessionswithexperts.Recalibrationof observationsisanongoingprocesstoensureinterraterreliability. Acadreof119accomplishedpeerevaluatorshasbeenidentifiedtosupportteachersthrough observations.Withtheultimategoalof100%,HCPScurrentlyhasa91%contentmatchforthe peerevaluatorsconductingobservationsinclassroomssimilartotheirown.Theseobservations willallowthedistricttotailorprofessionaldevelopmenttoneedsidentifiedthrough observations.Historically,thisprofessionaldevelopmenthasbeencreated,delivered,and evaluatedbyteachers.

SustainingFactors
Thelonghistoryofcooperativemanagement,union,andboardrelationshipshasestablishedchannels ofcommunicationthatallowforprogressinthedistrict.Thelastcontractwasapprovedin2010by96% ofHCPSteachers.Whengivenayes/nopulsecheckabouttherespect,professionalism,timely feedback,punctuality,andcommunicationofthepeerevaluator,teachersrespondedpositively9699% ofthetimeforeachitem.Districtleadersalsohighlightthefactthatdistrictteacherswillnotbeforced tooptintothenewperformancecontract.Thiswillrequirethedistricttorunparallelcompensation systemsforatime,butaccordingtoSuperintendentMaryEllenElia,thiswastherightthingtodofor teachers. Thedistrictisfacingseveralchallengesastheymoveforward.Dueinparttotheparallelcompensation structuresanduncertainFloridalegislation,fiscalissuesmustbeaddressed.AccordingtoDeputy SuperintendentDanValdez,HCPSisannuallyspending$17milliononadvanceddegreesforteachers.In thenewsystem,byonlypayingtheteacherforthecostofthedegreeattherateofalocalpublic universitywithoutthesalaryincrease,thismoneycanbereallocated.However,inthetransitionperiod withtwosalaryschedules,thissavingswillnotberealized,sinceteacherswhoarebenefittingfrom salaryincreasesforadvanceddegreesarelesslikelytooptintothenewsystem.Moreover,theoutside expertiseandsupportstructuresarebeingsupportedatleastinpartthroughstategrants,aTeacher IncentiveFundgrant,andtheEETgrant.Districtleadersareseekingadditionalgrantfundstosubsidize someoftheseexpensesandarehopefulthatstatelegislationwillnotreducekeyfundingstreams. HCPSisdealingwiththedifficultyofusingpreandposttestmodelsforvalueaddedmeasuresthatwill beusedforhighstakesdecisions.Howwillstudentsbeencouragedtoputforththeirbesteffortonpre teststhatwillbeultimatelyusedtodeterminetheimpactoftheteacheronstudentlearning?The districthasalreadydealtwithsometeacherswhohavemanipulatedthissystembydeclaringthem ineligibleforabonus,requiringthemtopaybackmoney,orfiringthem.However,thereisconcernthat aspressureincreases,thesepracticeswillfurtherconfoundthevalidityofthemeasures.Thereisalso someconcernthatapaperpenciltestofart,music,andPEmaynotbearobustenoughmeasureofall thatthosesubjectsentail. Themetricsthedistrictwillusetomeasurethegoalof90%ofstudentsbeingcollege/careerreadyneed furtherdefinitionanddevelopment.Thevalueaddedtoolsbeingdevelopedmayprovideasnapshotof howstudentsaredoinginacertainsubject,butthesetoolsmaynotcapturethelongertermgoalof college/careerreadiness.


Withallofthepositivemomentumandmediaattention,HCPSleaderswillhavetobedeliberateintheir attemptstocontinuebeopenandhonestaboutconflict.Ataminimum,internaldiscussionmustremain frankandunguardedevenifthepublicimagemustbepolished. Finally,districtleaderscitedthefatigueofteachersandprincipalswhohavebeendoingthisdifficult workforanumberofyears.Yet,theyareconfidentthatthestrengthoftheirpartnershipsandlongterm focuswillsustaintheireffortsovertime.Districtleadersbelievestronglyindevelopingleadershipwithin thedistrict,andanychangeinkeyindividualsisnotexpectedtochangethetrajectoryofthe relationshipasnewleadersarebeingdevelopedtotakeontheseessentialroles.

MontgomeryCountyPublicSchools,Maryland
Context
MontgomeryCountyPublicSchools(MCPS)hasenjoyedoveradecadeofmeaningfullabor managementcollaborationmadepossiblebytwoearlyrecommendations:a1997boardofeducation taskforcecalltorevisetheteacherevaluationprocessandasubsequentdecisionbytheMontgomery CountyEducationAssociation(MCEA)toimplementthevaluesofnewunionism,initiatedbythe NationalEducationAssociation.Duringthistime,MCEAalsotookpartintheUnionCapacityProject, fundedbytheU.S.DepartmentofEducation,todeveloppolicies,tools,andproceduresaroundanew systemofevaluation. In1999,SuperintendentDr.JerryWeastwasappointedtoleadMCPS.Weastnotedthattwoconditions inMontgomeryCountynecessitatedhisworkingtobuildacultureofsupportandrespectamongthe systemsleadersandstaff.Theseincludedademographicshifttowardsamajorityminoritysystem andanincreaseinpoverty.(Figure1) Figure1:DemographicShiftinMontgomeryCountyPublicSchools

Descriptionofchart:Thischartshowsanoveralldeclineandresurgenceinthepopulationof MontgomeryCountyPublicschoolsfrom19702010.In1970,theentirepopulationofstudentswasjust under140,000.Bythemid1980sthatpopulationdeclinedbelow100,000.Thepopulationsteadilyrose fromthatpointforwardtoapopulationofover140,000in2010.Thedistricthasmovedfrombeinga predominantlywhitestudentpopulationin1970withmuchofthedeclineisstudentpopulationthrough 1980attributedtothereducednumberofwhitestudentsfromapproximately90%in1970to37.1%in 2010.Asthenumbersofwhitestudentshavedeclined,theincreaseddistrictgrowthfromthemid 1980sto2010hasbeenduetosignificantgrowthinHispanic,AsianAmerican,andAfricanAmerican


students.AfricanAmericanandHispanicstudentseachrepresent23.4%ofthepopulationrespectively, andAsianAmericanstudentscomprise15.8%ofthepopulation. Weastscalltocollaborationwasansweredbythethreeunions,includingMCEA,MontgomeryCounty AssociationofAdministrativeandSupervisoryPersonnel(MCAASP),andtheServiceEmployees InternationalUnionLocal500(SEIU).Allthreeinvestedindevelopingpersonalrelationshipsthrough regularbreakfastandlunchmeetings.SchoolboardpresidentChrisBarclaypointedtothedevelopment ofaconsistentobjectiveamongthedisparategroupsasamajorstepforwardintheircollaboration. MCAASPPresidentRebeccaNewmansaid,Wehaventalwaysagreedonthehow,butwevealways agreedonthegoals.Thatsthefoundationforwhatwevedone.Essentialtotheirrelationshiphas beenthefocusonacommunitysupportedaspirationalgoalwithstudentachievementatthecenter. Wehavethesameinterestsatheartintermsofworkingwithkids,saidDouglasProuty,MCEA president.Wereallygotourcommunitytoagreeontheoutcome[ofhaving100%ofstudentsgraduate and80%preparedforcollegeandcareers].Theneverythingelseflowedfromthat,saidWeast. Otherareasofagreementincluded: acommitmenttoequity; thetreatmentofallemployeeswithdignity; acommonreformlanguageamongsystemandcommunitymembers; thestrategicdifferentiationofresources; areductionofaccusation,blame,criticism,anddenialofsystemicrealities; thevaluesofcompassion,hope,stability,trust,andcourageinunity;and thebeliefinallemployeesabilitytobuildcapacity. Evenasthecommunitywasaffectedbysniperattacks,theeventsofSeptember11,andrecentbudget cuts,theleadershipremainedunitedandmovedforwardinacontinuallypositivedirection.According toNewman,Yourworkasleadersgivesaclearmessageabouthowyouvaluechildrenandadultsin theenvironmentyouworkin.

StrategicPriorities
Throughdataanalysisofthecounty,WeastdiscoveredthatMontgomeryCountyessentiallyhadwhat couldbedescribedastwodifferentschoolsystems:aredzone,where81%ofMCPSstudentswho receivefreeandreducedcostmeals(FARMs)live,andagreenzonewheretheother19%live.Nearly 57%ofstudentsintheredzonereceiveFARMs,asdoesnearly34%oftheEnglishLearners(EL),while thegreenzonenumbersarenearly14%and10.5%,respectively.Weastdescribedthedifferencesthis way:Ifourredzonewasaschoolsystem,itwouldbeafailingsystem.InitiallyfrustratedbyWeasts statement,Barclay,notyetamemberoftheBoardsaidhesoonrealizedthatthesystemsactions towardsequityincludinglowerteachertostudentratios,moremathcoachesandreadingspecialists, aswellasincreasedmoneyperpupilcouldbeusedasresourcesforschoolsintheredzone.Theboard encouragedthisnewdistributionofresources,especiallyasownershipandsupportwasfosteredwithin thegreenzonecommunities. Thisstrategicdifferentiationofresourceswasfueledbythesystemwidegoal:graduating100%ofthe studentsandpreparingatleast80%forcollegeandcareersby2014.Byfocusingonthecoreoutcome butnotanyleadersindividualroletheleadershipteamhasbeenabletodemonstratetheirabilityto standtogetherinfrontofallemployeesandshoweachothermutualrespect.Thishasgiventhemthe abilitytoachievethehighexpectationsthattheyanticipatefromallemployeesandstudents.


EmployeeandFamilySupports.Providingemployeeandfamilysupportshasbeenapriorityforthe board,executiveteam,andthreeunionsastheydevelopedandimplementedprogramstoachievetheir aspirationalgoal. DifferentiatedsupportisprovidedinthreeobservationandportfoliobasedProfessional GrowthSystems(PGS)forteachers(TPGS),administrators(ASPGS),andsupportstaff(SSPGS). Eachisbasedonasetofstandardsor,inthecaseofSSPGS,competencies.TPGSisbasedonthe sixcorepropositionsoftheNationalBoardforProfessionalTeachingStandards,onethirdof whichrequiredemonstratedstudentachievement,includingteacherselectedstudentwork; county,stateandnationalstandardizedassessmentdata;teacherfeedbacktostudents;and student/parentsurveydata. AllnewemployeesandthosewhohavefailedtomeetoneormorePGSstandardparticipatein aPeerAssistanceandReview(PAR)componentthatprovidessupporttohelpthemachieve systemgoals.ThePARwasdevelopedjointlywiththeHarvardGraduateSchoolofEducations ProjectontheNextGenerationofTeachers.Consultingteachers,principals,andsupportstaff aregrantedtimetosupportpeersinthePAR. Allnewemployeesareintroducedtothecultureofhighexpectationsfromdayoneinanon boardingcoursethatarticulatesthesystemscorevalues,mission,andvision. TheSevenKeystoCollegeReadinesschartandAimHighonlineparentpublicationhave describedacommonlanguagearoundthecollegereadinessgoaltobesharedwithfamilies (Figure2).

Figure2:MCPSSevenKeystoCollegeReadiness

Theseprioritieshaveledtoa21%and24%narrowingoftheachievementgapingradesthreeandfive reading,respectively(Figures3and4).StudentperformanceonAdvancedPlacementtestsshowsan increaseinbothAfricanAmericanandHispanicgraduateparticipationandperformance.Graduating minorityMCPSstudents,notnecessarilyallminoritystudentstakingAdvancedPlacementexams,score


higherthanthenationalaverageonthesetests(Figures5and6).ThegraduationrateforallMCPS studentsis85%overfouryears,comparedtothenations75%.60%ofthosestudentswhoattend collegegraduatewithinsixyears.TheMCEAmaintainsthattheteacherattritionrateis35%overfive years,comparedtothenationsrateofnearly50%. Figure3:MCPS3rdGradeReading

2003 2004 2005 2006 2007 2008 2008 2010 AfricanAmerican 48% 65% 66% 67% 73% 76% 80% 78% AsianAmerican 78% 86% 88% 88% 92% 93% 94% 94% White Hispanic 83% 40% 89% 60% 91% 63% 91% 70% 94% 75% 95% 76% 95% 83% 95% 79%

Figure4:MCPS5thGradeReading

2003 2004 2005 2006 2007 2008 2008 2010 AfricanAmerican 58% 60% 65% 72% 72% 85% 88% 88% AsianAmerican 81% 85% 88% 90% 91% 96% 96% 97% White Hispanic 89% 53% 90% 56% 91% 64% 93% 69% 94% 70% 97% 85% 98% 88% 98% 88%


Figure5:MCPSAPParticipationandPerformance:AfricanAmericanGraduates

1999 2000 2001 MCPSAAParticipation 16.7 18.8 21.4 MCPSAAPerformance 15.4 17.4 17.5 (3orhigher)

2002 25.9 19.1

2003 28.4 23.0

2004 32.5 25.5

2005 38.2 32.8

2006 41.5 32.7

2007 2008 2009 47.4 46.3 51.4 34.1 32.2 35.1

2010 52.3 35.6

Figure6:MCPSAPParticipationandPerformance:HispanicGraduates

MCPSHParticipation MCPSHPerformance (3orhigher)

1999 2000 2001 16.7 18.8 21.4 15.4 17.4 17.5

2002 25.9 19.1

2003 28.4 23.0

2004 32.5 25.5

2005 38.2 32.8

2006 41.5 32.7

2007 2008 2009 47.4 46.3 51.4 34.1 32.2 35.1

2010 52.3 35.6

SystemInfrastructure
Frustrationsaroundtheissueofdifferentialpaywereanearlyimpedimenttoformingquality relationshipsamongthethreeunions.Tocombatthis,Weastdecidedthatallcontractualnegotiations forsalarieswouldtakeplacejointly.WhenfullPGSimplementationwasslowedbyinfighting,he directedstafftositwiththeunionsintheAssociations/Deputy/ChiefOperatingOfficerCommittee(ADC) meetingseveryotherweek.Initially,apervasivelackoftrustcharacterizedthemeetingsbetweenthe unionsandexecutivestaffintheADC,buttheteamcreditstheuseofInterestBasedBargaining(IBB) tacticsascentraltomakingtherelationshipsurvive.ThethreePGSframeworks,PAR,andcontractsare


productsoftheIBBprocess.Acompactofrespecthasbeenincludedineachcontractthatdefinesthe cultureandbehaviorsexpectedthroughoutthenegotiatingprocess. TheinstitutionofthePGSandPARprocessesareexamplesofstructuresthatconveytoemployees messagesofsupportandmutualrespect.BysupportingthereorganizationoftheSEIUandPresident MerleCuttittasvisionfortheSSPGS,MCPShastakenanadditionalstep.TheSSPGSfurtherenhances thecultureofrespectbyencouragingemployeestotakepartinlocalcollegeanduniversitypartnership programsdesignedtoprovideskillsforpromotion.Evidenceofsuccesscanbeseeninthe454support staffmemberswhohavemovedtohigherpositions,includingthoseinteachingandsupervisoryroles. Moreover,theSEIUimplementedstudycirclestoteachEnglishskillstosupportstaff,andtoassistthem tobeparentinterpretersatschoolmeetingsandsafetyfacilitatorsduringemergencysituations. Ultimately,thisactionshowsMCPSstudentsandparentsthatallstaffmembersarepartofatrue learningcommunity. ChrisBarclayrealizesthathisroleasboardpresidentistoencourageandenabletheprocessofjoint leadership,butheunderstandsthattheboardcanalsoderailthesharedleadership.Tocircumventthis outcome,Barclaydescribedthestrategicimportanceofboardmembersparticipatinginprofessional developmentthatwillhelpthemtounderstandwheretheirboundariesareasgoalsetting policymakers.AttendingNationalSchoolBoardAssociationandstateboardassociationconferencesand joininginaprofessionaldevelopmentpartnershipwiththePanasonicFoundationhashelpedtoproduce theworkingteamthatremainsfocusedanddisciplinedwithregardtothegoal,withoutwasting resourcesonunrealisticcommunitydemands. ThethreeunionsnowfeelthattheregularADCmeetingscontributetotheirunderstandingofeach othersneedsandleadtoconsistentmessaging,whichfrequentlyissenttoallmembersonjoint letterhead.Thisrelationshipisalsoresponsibleforallthreeunionssupportforthedismissalofan employeewhenthatemployeerepeatedlydoesnotrespondtothePARprocess.Morethan500 teachersinthelasttenyears(nearly4.6%ofthecurrenttotal)andnearly70supportstaffinthelastsix years(nearly1%ofcurrentstaff)haveeitherresigned,retired,orbeenremovedfromemploymentas resultofthePARprocess.

SustainingFactors
Focusingactionsonthesuccessofchildrenprovidescommongroundonwhichmanagement,unions, andboardmembershaveunited.Havingacontractuallanguageproducesafuturecommitmentthatis noteasilyreversed.MCPSscorevaluesareapartofteachers,administrators,andsupportstaffs contractsforthatreason.Carewastakenwithregardtothesignificancewordsandprogrammatictitles playinthedevelopmentofcultureastheyappearincontractsandeverydaylanguage. Diffusinggovernanceanddistributingleadershiparevitaltothesuccessofthelongtermrelationship. Byempoweringotherstomakesystemicdecisionsthatleadtoatrustingandempatheticworking environment,MCPShasimprovedtheiroddsforcontinuedsuccess.Distributiveleadershipis exemplifiedthroughtheMCPSbudgetdevelopmentprocess,whichtakesplacewiththeunions,board members,PTA,andexecutivestaffatthenegotiatingtable.Eachyeartheteamjointlydevelopsazero basedoperatingbudgetthatalignswithaspirationalgoals.Morethan$300millioninadjustmentshave threatenedthisprocessoverthepastfewyears.Theunionshavegivenupnearly$89millioninmember benefitsineachofthelasttwocontractyearstoensurethatstrategicprioritiesarefunded.Having experienceatthetablegivesProutytheabilitytogotohismembershipandsay,Imatthetable,[so]I


knowwhatgetscut.I[participate],andyoudothroughme,[tomake]surethatwefocusourresources ontheclassroom.Theboard,superintendent,andunionshaveprioritizedPGSandPARduetotheir successes,keepingtheseprogramsrelativelyuntouchedthroughcuts.However,theyhavefewerthan idealnumbersofconsultingstafftoenacttheprocesses. Politicallegislationconstantlypresentschallengestothesystemscorevalues.Theleadershipteam pointstocommonadvocacyandMCPSpoliticalcloutaskeyfactorsinmaintainingfocus.Their22,000 employeesvoteandactaslegislativeliaisonsfueledbythedistrictspositiveoutcomes.Usingthe successofthesystem,MCPSwieldsmuchinfluenceatthestateandlocallevel.Whenlegislationcannot beavoided,theteamdevelopsworkaroundsandsequencingtechniquestomaintaintheirfocusonthe goal. MCPSreceivednearly$5millioninaU.S.DepartmentofEducationInvestinginInnovation(i3) developmentgrantforajointprojectwithPearson,LLCtoproducethenextgenerationofelementary curriculum.Realizingthisgrantwilleventuallygoaway,MCPShascreatedacooperativeenvironment basedontrustandrespectandhasmadeaninvestmentinthefuturesustainabilityofsystemic priorities.Theyhavechosentoslowlybuildthecapacityforsuccessbydoingafewthingswell, accordingtoWeast.ThefactthatMCPSelectsanewboardpresidenteveryyearandthatallbutoneof theunionshaveexperiencedleadershipchangessinceWeastarrived,atteststothefactthattheshared accountabilityandexpectationsmodelprovidesthetoolsforcontinuity.ByestablishingtheDepartment ofAssociationRelationsandreorganizingtheresponsibilitiesofkeypersonnel,suchastheChief OperatingOfficer,MCPShasfurtherinstitutionalizedthepowersharingstructuresthatarevitaltothe collaborativeenvironment. Notingthatevenstrongrelationshipscanbestrainedduringdifficultfinancialtimes,MCPSencourages districtsseekingtobuildcollaborativemodelstofocusonsmalldecisionsthatareeasywins.Once trustandcompassionarepartofthesystemthroughacommoncommitment,thechallengingdecisions, likebudgetdevelopment,willbeaccomplishedmoreeasily.

NewHavenPublicSchools,Connecticut
Context
TheNewHavenPublicSchoolshasbeenengagedinarapidandcomprehensiveschoolreformeffort since2008.Withthestatedgoalofbecomingthebesturbanschooldistrictinthecountry,theNew HavenSchoolChangeInitiativehingesonthreebroadgoals:1)closingthegapbetweenthe performanceofNewHavenstudentsandtherestofthestatewithinfiveyears,2)cuttingthedropout rateby50%,and3)ensuringthateverygraduatingstudenthastheacademicabilityandthefinancial resourcestoattendandsucceedincollege.Withthoseintendedgoals,anumberofstrategieshave beendevelopedandcoordinatedaroundthreeprimaryareasoffocus:differentiatingits45schoolsinto atieredportfolioofschools,developingandevaluatingthedistrictstalentasdefinedbyitsteachers andadministrators,anddevelopingstrongrelationshipswiththeNewHavencommunitythrough committeesandstudentwraparoundservices. Thecollaborativemindsetbetweentheschooldistrict,theteachersunion,andthecitysboardof educationisarelativelynewphenomenon.DavidCicarella,presidentoftheNewHaventeachersunion, describestheformerrelationshipandleveloftrustbetweenthoseofficesandindividualsaslittleto none.ChangeswereinitiatedthroughpressurefromthelongservingNewHavenmayor,John


DeStefano,in2008.Henotonlyappointstheschoolboardmembers,butalsositsasavotingmember. MayorDeStefanowashimselfunderexternalpressurefromtheNewHavenbusinesscommunityand YaleUniversity,bothofwhichcitedthedisproportionatesuccessofanumberofthecityscharter schools. Withjobsontheline,thesenseofurgencyoriginatedfromthesuperintendentsofficeandsoon evolvedintoapragmatic,blamelessapproachtoaddressingtheissuesintheNewHavensystem. SuperintendentReginaldMayodescribedthemostsignificantbreakthroughasthemomentwhenhis officedecidedontherhetoricalstancethat,Weregoingtobeaunion.AssistantSuperintendent GarthHarriesdescribesthatearlydecisionasaleapoffaithforboththesuperintendentsofficeand theteachersunion,andspecificallycitesDavidCicarellasleadershipwithhisteachersasbeingthe transformativefactorforbringingthemonboard.Davesetavisionforchange,tomakeunionpartners inpursuingbetterresultsforstudents...throughabetterenvironmentforteachersandadults.Harries addsthatCicarellausedreformasanopportunitytosimultaneouslymakeprogressontraditionalunion issues(administrativeaccountability,schoolclimate)whileescapinganunsustainablepostureof defensivenessi.e.recognizingthatineffectiveteachersinclassroomsareasconcerningtoother teachersastheyaretoadministrators). Relationshipsandanearnestinvestmentindoingsomethingdifferentwiththeschoolscoalesced aroundthecommonvaluesoftrust,confidenceineachothersintentions,andastrongrespectfor process.

StrategicPriorities
WiththegeneralchargetodosomethingdifferentlyfromthemayorsofficeandtheNewHaven businessanduniversitycommunity,theNewHavenSchoolChangeInitiativewaslaunchedinthewinter of2009.Themandatorycontractnegotiationsatthistimedictatedauniquestrategicapproach.In concertwiththeteachersunion,thesuperintendentsofficesetupnonconventionalreformtablesto talkaboutbroadrangingissuesandconcernsandtoengageallstakeholders,includingnewlyinvited groupsofteachersandadministrators.GarthHarriesdescribesthesereformtablesasplaceswhereit wasagreedthatallpartiescouldownuptoissuesthatneededtobefaced,withthecommon understandingthatthoseconversationswouldnotreplaceorbeusedintheconcurrentnegotiations. Themultipartycommittees,includingteachers,parentsandadministrators,wereenergizedbythe opportunityforspiritedcollaboration,withsuchroundtablesofcollaborationbecomingthecoreof reformefforts.Asaresultoftheseefforts,ajointstatementofbeliefsbetweentheteachersunionand thesuperintendentsofficewasissueddescribingthecollectiveapproachtoacomprehensiveschool reformeffort. Theoverallschoolchangeinitiativesoonbecameabouttargetingthethreeareasofdifferentiated schooltiers,assessmentofteachersandprincipals,andengagingcommunitymembersintheworkof schoolreform(SeeFigure1).


Figure1:NewHavenSchoolChangeInitiative

NHPSSchoolChangeCampaign:Issueswehaveworkedon
PortfolioofSchools
EachSchoolwillbeorganizedand supportedonitsownuniquepath tosuccess (Tieringofschools,School Turnaround,FlexibilityinSchool WorkRules,SchoolClimateSurveys, CentralOfficeEffectivenessand FeedbackSurvey)

Talent
Adultsinthesystemwillbe managedasprofessionalsto encouragecollaboration, empowerment,andresponsibility foroutcomes (TeacherandPrincipalEvaluation andDevelopmentSystems, Includingmeasuresofstudent learning;PipelineforTeacher LeadershipandLeadership Development).

CommunityofParents
Theworkoftheschoolsystemwill beasalignedaspossiblewiththe otheradultswhoworkonbehalfof students,includingparentsand communityorganizations (IncreasingParentInvolvement, Boost!Collaborationwiththe UnitedWay,NewHavenPromise)

Thecreationofaportfolioofschoolsaddressedtheproblematiconesizefitsallmodelandaddedthe benefitsofhavingmoreflexibilityattheindividualschoollevel.Determinedbythreefactorsincluding absolutelevelsofstudentachievement,studentgrowth,andschoollearningclimate,NewHaven schoolsarecategorizedintooneofthreetiers.Higherachievingschoolsarepermittedahigherlevelof individualschoolflexibilityandtheschoolswithunevenstudentdataandclimateresultsaresubjectto morecomprehensivereformplansanddirectionexternaltotheindividualschool.Withthis differentiatedgroupingofschools,principals,staff,andcentralofficepersonnelcanoverseechanges rangingfromcurricularadjustments,tobudgetandstaffing. TheNewHavenSchoolChangeInitiativeintroducedteacher,principalandcentralofficestaffevaluation tools,whichwerecreatedthroughcommitteesofteachersandschooladministrators.Theteacher evaluationtool(TEVAL),includesthemultiplemeasurementsofateachersstudentsprogress, instructionalpractice,andprofessionalvalues.Theprincipalandcentralofficeevaluationtools,the PVALandCVAL,arealsocomprisedofmultiplemeasuresthatarediscussedduringsemiannual conferenceswithdirectsupervisors,includingstudentlearningandschoolperformanceleadership practices,professionalvalues,andtheresultsofschoolclimatesurveys.Significantly,thestrategic inclusionofathirdpartyevaluationsystemforteachers,wherebyretiredteachers,administrators,and educatorsarehiredtocorroborateindistrictevaluation,wentalongwaytowardsalleviatingconcerns offairevaluationandobjectivity.Tofacilitatethesethirdpartyevaluations,thedistrictcontractswithan AreaCooperativeEducationalServices(ACES),atacostoflessthanninetythousanddollarsperyearto hireapproximatelytenthirdpartyevaluatorstodothethreecontractualvalidationrounds. Forthefocusoncommunityandparentalpartnerships,thedistrictleadershavedevelopedfeedback loopswithparentsandcommunitymembers.Theyhaveadonethisthroughthelaunchofacitywide parentteacherorganization(PTO),voluntaryparentpledgesforschoolinvolvement,andcommunity partnershipssuchastheNewHavenPromiseInitiativewherebyYaleUniversityhasagreedtoprovide freecollegetuitionforallqualifyingstudents.


ThesereformeffortsandcommunityconnectionsseemtobeimpactingNewHaven.Student achievement,althoughalaggingindicator,seemstobeimprovinginNHPS.Readingandmathscoreson theConnecticutMasteryTest(CMT)stilllagsignificantlybehindstateaverages,buttherelativegainson thatassessmentsurpassedthegainsmadeonthestatewideaverageasawhole.

SystemInfrastructure
Theinstitutionofthereformtablesduringrecentcontractnegotiationsarecitedmostoftenasthe specificinfrastructurethatallowedthecurrentreformeffortstodevelopandtakeroot.Whiledescribed atcertaininstancesastimeconsuming,thesteadyattendanceofunionandsuperintendent leadershipattheworkinggroupsdemonstratedashowoffaithandrespectforlettingtheprocessplay out. Accordingtotheadministration,board,andunionleadership,trustanddevelopedthroughthe interactionofkeyindividuals.InthewordsofSchoolBoardPresidentCarlosAntonioTorre,early interactionsandstancesbyalltheleadershipwentalongwaystowardgivingtheworkmomentum andbreathingspacetokeepitalive. Theworkofcollaborationisalsoclearlydefinedandunderstoodbytheadministration,boardandunion leadership(SeeFigure2).Earlyinthereformwork,AssistantSuperintendentGarthHarriesdescribesthe creationofajointstatementofbeliefsandvalues,whichwaslaterconstantlyreferredasatouchstone forsubsequentdiscussions.Allleadersnowemphasizethevalueofdefiningandpracticingthese specificprinciples,andaccruingatrackrecordofrespectfulpartnership,recognitionofleadership responsibilities,andtalkingtoeachothermorethantheirownfamilies. Figure2:NHPSCollaboration

Whathas"Collaboration"MeantinNHPS?
ExamplesandImplications Startwith CommonGoals Validate Concerns AvoidaBroad Brush Connect Relevant Issues PuttheTimeIn ReformdiscussionbeganwithaJointStatementofBeliefs Similarly,atthestartoftheTEVALprocess,theTNTPsurveyestablisheda commonfrustrationwithexistingevaluationanddevelopment Thereareadministratorwhoisnotgoodjudgesofteachquality,and teachersneedmechanismsofbothprotection(3rdpartyvalidation)and feedback(climatesurveys) Thevastmajorityofbothteachersandadministratorsarecapable, competentpeople,capableofandeagerforprofessionalcoaching relationships Administratorsneedthetimetofocustobeeffectivecoachesand evaluatorswhichmeanotherissuesneedlowerpriority Similarly,teachersandadministratorsneedhighqualityandtimelystudent evaluations Collaborationmeanstime,commitment,andpatienceinordertodemonstratea commitmentbothtoteamworkandtocommonobjectives

 SustainingFactors
TheNewHavenSchoolChangeInitiativehasgarneredasignificantamountofpositivepressand attention.Whiletheleaderswhoparticipatedintheearlycollaborationareessentialrepresentativesfor theworktocontinue,theNewHavenmayorhasbeencarefultoframethereformeffortasaspecific strategyofcollaboration,onethatisfundamentaltothesustainabilityofreform.GarthHarriesfurther describestheimportanceofshiftingthefocusonindividualleadershiptotheworkofsettingdifferent culturalmodes,whereitsnotjusttheidentifiableadministrative,board,andunionleadershipwhoown thework,butratheralltheotherpeopleareengaged, ThereareanumberofchallengesandopportunitiesfacingNHPSleadersastheymovesforwardintheir work: UnionPresidentDavidCicarellacitestwosignificantareasthatthereformeffortshavenot includedthatofmeritpayandhowtoquantifyvalueaddedassessmentsonteachingand learning.Hedescribeshisownandhismembershipsneedtoexplorehowtodoitanddoit fairlywhilealsoexpressingunwillingnesstospeakonbehalfofthedistrict. Thefundingformanyoftheinitiativescomesfromexternalsourcesandfoundations,creating potentialissuesifthosefundsarenotconsistentinthefuture.SuperintendentReginaldMayo citesthebenefitoftherecentattentionthathasattractedfundersandeducationreform advocatesalike.WiththePeterandCarmenBuckFoundationfundingleadershipdevelopment, theNewTeacherProjectfundingteacherrecruitment,andalocalcommunityfoundation fundingthefulloperationoftheNewHavenPromiseofficeamongothers,asignificant dependencehasbeenbuiltupontheseexternalfundingstreams. Whilethesuperintendentsofficecitestherecentimprovementofstudentsonthestatewide CMT,theNewHavenpublicschooltextscoresarestillsignificantlybelowthestatewide averages.SchoolboardpresidentCarlosAntonioTorrealsoreferencesthe2,000suburban studentsfromgreaterNewHavencommunitieswhoareonavoluntarywaitinglisttoattend theNewHavenschoolsthroughitsUrbanSuburbanexchangeprogramstudentswhoare primarilyinterestedinthespecializedmagnetschoolsestablishedinthecity.Questionsofparity betweenschoolswithintheNewHavenschoolsystem,andhowtoprovideadditionalor differentiatedacademicservicestoschoolswithadisproportionatenumberofacademicallyat riskstudentshasyettobedirectlyaddressed.

PlattsburghCitySchoolDistrict,NewYork
Context
LabormanagementcollaborationhasalonghistoryinthePlattsburghCitySchoolDistrict(PCSD).A precipitatingcrisis,astrikein1975,providedtheimpetusforthecollaborativerelationship.Priorto 1975,thePlattsburgh(NY)SchoolDistrictwasdescribedasadistrictofislands.Inthewakeofthe strike,unionpresidentRodShermanrealizedthattheteachershadneverbeensounified.Hewentto thenewsuperintendentandsaid,Theteachersaretogether.Letstakethisopportunityandbuilda district. Thiswasthebeginningofastrongworkingrelationshipbetweenboard,union,andadministration spanningfourdecades.Thedrivingprincipleofthiscollaborationiswhatisrightforstudents.Thiscan

 45
beaclichwhenemployedtojustifytopdownadministrativedecisions.InPlattsburghcollective decisionmakingdrivesgreatstudentlearning.Thisisnotapreindustrialmeetandconfer,norisit adversarialindustrialbargaining.Rather,stakeholdershaveavoiceinsolvingproblems,andmakereal decisions. InthePlattsburghcollaborativemodel,administrationistreatedasasetoftasks,ratherthanagroupof people.Thesetaskscanthenbedistributedtothelevelintheorganizationwheretheworkwillbe carriedout.Theadministratorsmonitortheresultingdecisionsandprovidesupport.Thismodelbuilds thecapacityoftheschooldistrictbyprovidingopportunitiesforleadershipdevelopmentatalllevels. Theunionparticipatesbyencouragingitsowndenseleadershipnetworktostaffthecommittees neededtomaintainthesystem.ThePlattsburghTeachersAssociation(PTA)wasrebuiltinthewakeof the1975strikeasacollaborativeorganization.Whileadministrationandnegotiationofthecontract remaintasksofunionleadership,themoreessentialtaskisitspartnershipinthegovernanceofthe district.Overthepast36years,theunionhasbecomeanorganizationthatcultivatesteacher leadership,developingtalentfortheadministrationandboardtodrawoninadvancingexcellent studentlearninginthedistrict. Thephilosophyoftherelationshipisstraightforward.Theunionhelpssolveadministrationproblems; administrationhelpssolveunionproblems.Theenterpriseproceedswithasingleendgoalinmind: greatstudentoutcomes.

Strategicpriorities
FivestrategicprioritiesdrivethecollaborativecultureinPCSD,whichreflectthecorevaluesofthe district: Commonsenseandintegrityadeeplyfeltethichasbeencultivatedoveralmostfourdecades, shapingtherelationshipbetweenthedistrictandtheunion.BoardVicePresidentTracyRotz said,Itsasimpleprocessitswhatyourmothertaughtyou.OrasSuperintendentJakeShort putsit,Peoplewhocantleavetheiregooutofitshouldntbeinit. HighlevelstudentoutcomesAllstakeholdersinthePCSDsharethegoalofexcellentstudent learning.Everyprocessinthedistrictbecomesatooltopromotethisgoal,includingthe collectivebargainingprocess. SharedresponsibilityAllstakeholdergroups,includingteachers,administrators,theboard, parents,students,andthevotingpublicshareresponsibilityforstudentachievement. SuperintendentShortsaid,Theyfunctionmoreasonebigfamilythanasaschooldistrict. Sharedrisktakingtheadministrationandunionproceedtogetherinassumingrisk,which makesinnovationviableintoughissuessuchasteacherevaluation,valueaddedmodels(VAM), orsalarynegotiationsindifficulteconomictimes. InformedprofessionalpracticeKeytoachievinggreatstudentoutcomesisthe professionalizationofteachingpractice.Promotingteachersasprofessionalsvalidatesthemas fullpartnersintheeducationalenterprise;usingtheirprofessionalexpertiseanddesirefor growthdevelopspracticesthatimprovestudentachievement.

 46 Systeminfrastructure
Shareddecisionmakingreflectsthestrategicprioritiesofcommonsenseandintegrity,aswellasshared responsibility.Itissupportedthroughtwoformalstructures,designatedinthecontractandone informalpractice.TheDistrictWideEducationalImprovementCouncil(DWEIC)recommendschangesin currenteducationpolicies,discusseseducationalchangesinthedistrictpriortoimplementation,and providesfordialoguebetweentheunion,theadministrationandtheboard,allowinginputbythe professionalstaffondistrictwidematters.Inadditiontoprofessionalstaff,unionleadersand administrators,thecouncilincludesboardmembersandotherstakeholders,assetforthinthecontract. TheSchoolImprovementPlanningCommittees(SIPC)operatesfromtheMemorandumofAgreement creatingthesecommitteesandchargesthemto: 1. Promotemaximumunderstandingofthefunctional,professionalandpersonnel problemsofteachersandadministrators,and 2. Provideteacheradviceinplanninganticipatedchangeineducationalpolicy,programs andcurriculum. Thecommitteesconsistofatleastthreeteachers,appointedbytheassociation,andanadministrator. DWEICreviewsanySIPpolicyrecommendationswhichhavepotentialdistrictwideimpact. Thefinalinternalstructurewhichfacilitatesshareddecisionmakingisaninformalpracticethatreflectsa commitmenttosharedownershipandresponsibility.Shortspeaksof,Drivingdowndecisionstothe lowestpossiblelevel.Shortencouragesdecisionstobemadeatthelevelwheretheywillbe implementedtotheextentpossiblewhilemonitoringandprovidingsupport.Thisbuildsthecapacityof thedistrictandcreatesapoolofleadershiptalentwithexperienceinproblemsolving,takingadvantage oftheprofessionalexpertiseofteachers. Shareddecisionmaking,implementedatthreedifferentscaleswithintheorganization,hasimportant benefitsforadministrators.Theyaretrustedbecausesharinginformationissafeandstakeholderswho areapartoftheprocesshaveanauthenticsayindecisionsthatresultfromthatinformation. Administratorsandtheboardenjoyoutstandingcommunicationandflowofinformation,whichis essentialtoeffectiveadministration. Theblurringoflinesbetweenunionandadministrationisreflectedinthefactthatthesuperintendent andtheunionpresidentconferdaily.Thisfrequencyofcontactisfargreaterthaninplaceswherethe relationshipbetweenunionandadministrationisadversarialandreactive.Excellentcommunication evenextendstomutualvettingofemailmessagestostaff. In2009,PCSDbegandevelopingthePeerAssistanceandReviewSystem(PARS)whichspeakstothe strategicprioritiesofSharedRiskTaking,InformedProfessionalPractice,andHighLevelStudent Outcomes.InPARS,teamsofaccomplishedteachersparticipateintheteacherevaluationprocessand providerecommendationsfortheimprovementofprofessionalpractice.Administratorscontinueto haveultimateresponsibilityforevaluation,butthePARSteamprovidesexpertadvicetodirect professionaldevelopment.Thecollaborationofteacherspermitsnewhirestobeobservedupto20 timesayear,andprovidesawealthofdataforadministratorstomakewisetenuredecisions. TheinitiationofPARSinPlattsburghprovidesanexampleofthedistricthelpingtosolvetheunions problem.AccordingtoSherman,makingthecaseforPARSwasgoingtobedifficultfortheunion.Short

 47
steppedup.Jakesaidthisisnotabouttryingtofirepeople...Ourmembersneededtohearthathe knewthiswasaproblemforme. In2011PCSDbeganproactiveworkonanewevaluationsystemforteachersandprincipals.Thesystem addressesthestrategicprioritiesofInformedProfessionalPractice,andHighLevelStudentOutcomes, incorporating: Studentachievementdata VAMValueaddedmethodology(locallydevelopedfortheteachersinuntestedsubjects) Multiplemeasures Scaledscores:14scaleforeachofthecomponentsoftheNewYorkStateteachingstandards. 1 TiedtoNewYorkStatebenchmarks

VAMisachallengingsubjectthatwastackledinthecontextofaproblemsolving,collaborativelabor managementrelationship.ShermanpointedoutthatVAMistoughworkdiceystuffrequiring46 yearsofdata.Teachersneededtobeinvolvedbecausetheformulasarenottransparentandtheyneed toknowthatitisfair. PCSDandthePTAusethecollectivebargainingprocesstopromotetheendgoaloftheenterprise studentlearning.Whileonthesurface,contractlanguageisfairlyconventional,andthedistrictemploys asinglesalaryschedule,twopracticessupportthefocusonstudentoutcomes. AlthoughPlattsburghdoesnotreferdirectlytoInterestBasedBargaining(IBB)intheirpresentation,the waytheynegotiateisbroadlyconsistentwithIBB.Asintheclassicformulation,theirapproachisHard ontheproblem,buteasyonthepeople.WherethePCSDapproachmaydivergefromIBBisthatthe interestsofstudentsareattheforefrontoftheprocess,asopposedtothoseoftheparticipants. Theprocessismoststraightforwardonthequestionofsalary,themostchallengingaspectofIBBin teachernegotiations.Shermanmakessurehisexecutivecommitteeunderstandsthedistrictsfinancials. Thedistrictinturnistransparentandforthcomingwithdata.Inleanyearstheunioniswillingtoforgo salaryincreases.Thedistrictisregardedasfairwithincreasesinstrongereconomicyears. Thedistrictusesaprocessofcontinuousbargaining,aresolutionsstylecontractmemorandumto creatememorandaofagreement(MOAs).ShermansaidtheseareLoadedwithwhereases,which definetheproblem.Ratherthanarrivewithcontractreadyproposals,asinpositionalbargaining,the twosidesworkmutuallytosolveproblems.MOAsofapermanentnaturearerolledintothenext contractautomatically,whichshortensthelistofitemsthatneedtobebargained,andallowsproblems toberesolvedastheyarise,ratherthanfesteringuntilthenextroundofnegotiations.Examplesinclude theMOAswhichcreatedtheDWEICandSIPCs. Whentheunionanddistrictapproachthepublictofundacontract,theycanmakethecasethatwhat taxeswillbepayingforisaplanforimprovedstudentoutcomes.Anillustrationisthatduringperiodsof decliningenrollmentthedistrictdidnotlayoffteachers.Ratherteachersaddedvaluetothe instructionalprogramthroughexpandedinstructionalofferings.Plattsburghboastsastudentteacher ratiobetterthanbothstateandnationalaverages(10:1Plattsburghsstudent:teacherratio(national 16:1/NYS14:1))andoffersaprogramofstudiesgenerallyfoundonlyinmuchlargerdistricts,including
1

Thosecomponentsareallratedusingrubricsscaledfrom1to4inincrementsof.1.Thiscomprises60%ofateachers evaluation.Studentgrowthistheother40%whichisseparatedintotwocomponents:20%onstatetestsand20%onlocal measures.Insubjectswherethereisnostatetestthefull40%willbejudgedonlocalmeasures.

 48
15collegecredit/APcourses,andprogramssuchasGerman,Farsi,andAeronauticalEngineering. Reductionsinforcehavebeenachievedthroughattrition.Thecurrenteconomiccrisisischallenging,and thedistrictisfacingitsfirstlayoffsincethe1970s.

SustainingFactors
PARSandtheteacher/principalevaluationsystemhavebeenencouragedandsustainedbyanAmerican FederationofTeachers(AFT)InnovationFundGrantandbyaFederalI3Grant.TheAFTgranthadthree deliverables:asetofteachingstandards,anevaluationinstrumentforteachersthathadmultiple measures,andaPARsystemtobringthesetwopiecestogether.Thisgrant,whichiscomingtoaclose, includedalltraining,andsubs,plusthecostofnationalexpertsbroughtinbyAFT.TheI3Grantincludes releasetimeforateachercoordinatorandhonorariaforteacherspilotingtheproject.Shortpointedout thatIttakessomeofthisextrastimulationoffundstomakethiswork. Theevaluationsystemcreatedthroughthesegrantsislaborintensive.Thedistrictisfacinglayoffsfor thefirsttimeinanuncertainenvironment.Thecontinuationofthisworkmaydependonaneconomic recovery. PCSDhasbenefittedfromconsistentlongtermleadership.ShermanhasbeenthePTApresidentsince 1973.Duringthattimethedistricthashadjustfoursuperintendents.Thereareseveralmechanismsfor sustainableleadershipsuccession. Theunionvetsboardcandidatesforadispositiontowardscollaborationandishighlyinvolvedinschool boardelections.Theysendoutlettersabouttheirendorsementstoall800NYSUTmembersinthecity. Rotzsaid,Thenicethingistheyareupfrontabouttheendorsementitisaboutcontinuityandtrust. AccordingtoShort,Theunionislookingforeducationmindedpeople,notunionlovingpeople. Subsequently,boardmemberswhounderstandthePlattsburghcollaborativeculturelookfor superintendentswithdemonstratedskillmanagingcollaborativelabormanagementrelationships. Thedistricthasexperiencedboardandadministrativeturnover,butnotturnoverintheunion presidency.Shermansapproachistomodeltheleadershipstyle,thenidentifypromisingpeoplefor leadershipopportunitiesoncommitteeslikeSIPCandDWEIC.Thiscreatesacadreofleadersfromwhom asuccessorcanemerge.

SaintFrancis,IndependentSchoolDistrict15,Minnesota
Context
IndependentSchoolDistrict15(ISD15)inSt.Francis,Minnesotareshapedlabormanagementrelations afternarrowlyavoidingastrikein1991.Shortlythereafter,theSt.FrancisFederationofTeacherschose toelectanewunionpresidentandnegotiatingteam.RandyKeillor,currentcoordinatorofthedistricts StudentPerformanceImprovementPlan,joinedthenewteam.Ournewnegotiatingteamcamein withthesensethatwewantedtodosomethingdifferentintermsoftherelationshipbetweenthe teachersandtheschooldistrict.Whatwehadbeendoingwasfailing. Wehadtotakecareofsomebaggageonbothsidesofthetable,currentunionpresidentandteacher JimHennesysaid.Wehadtolearnhowtolistentooneanotherandwecreatedacultureoftrust. Oncewedidthat,thenwecouldwork.AccordingtoKeillor,thecollectivebargainingagreementthen

 49
becameanopportunitytobuildarelationshipasopposedtosimplygettingalegaldocument completedandsignedattheendofeveryfewyears. EdwardSaxton,whobrought17yearsofclassroomteachingexperiencetoSt.Franciswhenhebecame anassistantprincipalin1995andsuperintendentin2003,similarlyreenvisionedhisroleasaschooland districtadministrator.Saxtonemphasizestheimportanceofindividualrelationships:IdealwithRandy andIdealwithJim.Theyrenotunionguys,theyrepeople.Youdontneedtohaveadversarial relationships.Yougetenoughofthosewithouttrying. Thepositiverelationshipsamongcurrentleadersconveyclearmutualrespect,humor,partnership, pragmatism,andcommonpurpose.Theresult,fosteredovertwodecadesandinfluencedbystate educationpolicies,isaperformancebasedcompensationandevaluationsystemrooteddeeplyinlocal professionaldevelopmentandcollaboration.

StrategicPriorities
Stateleveleducationpoliciessignificantlyinfluencedthestrategicdirectionofprofessionaldevelopment andperformancebasedcompensationinSt.Francis. Minnesotalegislatedin1995thatschoolsmustreserve2%oftheirgeneralrevenueforstaff development.In1997,ISD15begannegotiatingthestructuresandamountsofindividualprofessional developmenttime,whichinitiallytotaled20hoursofpaidannual,individualprofessionaldevelopment. UnionleadershipattendedtheAmericanFederationofTeachersEducationalResearchand Dissemination(ER&D)programin2000andwroteaproposaltoreplicateprofessionaldevelopment throughthecreationoftheTeacherAcademy.Establishedin2001,theTeacherAcademybecamethe cornerstoneforsubsequentinnovationsinprofessionaldevelopment,evaluation,andcompensation. AlthoughMinnesotainitiatedfundingforfivemodelsofalternativecompensationprogramsin2001,St. Francisdeclinedtopursuefundingatthattimeduetoconcernsthatteacherswouldnotbereceptiveto performancebasedcompensation.Afterfurtherreflectionandtwosubsequentyearsofflatstate educationfunding,St.Francisdecidedtomovetowardperformancebasedcompensationsystemsin 2004becausealternativecompensationstructuresappearedtobethemostlikelymeansto significantlyincreaseteacherpayaccordingtotheunionexecutivecouncil. In2005,MinnesotacreatedtheQualityCompensationforTeachersProgram(QComp).Specifically,Q Compfinancescollaborationsbetweenschooldistrictsandteacherstoimplementcareerladderand advancementoptions,jobimbeddedprofessionaldevelopment,teacherevaluation,performancepay, andalternativesalarystructures.ISD15successfullyappliedforQCompfundingin2005.Thedistrict thenutilizedtheTeacherAcademyasaplatformtocreateanewcompensationsystem,theStudent PerformanceImprovementProgram(SPIP). Initially,54%ofISD15teacherleaderssupportedtheconceptofperformancebasedpay.Thatwas enoughtogiveuspermission,butitwasntreallystrongenoughtodoanythingwith,Keillorsaid.We hadtodoareallygoodjobcommunicatingwithstaffthatweweregoingtobuildthatnumber.The districtthenheldmultiplequestionandanswersessionsateveryschoolsite.Withinayear70%of teachersvotedinfavorofnegotiatingaperformancebasedsalarysystem.Teachershiredbefore2005 weregivenachoiceregardingparticipation;newhireswerenot.ThedistrictimplementedSPIPin2005 and85%ofteachersvotedinfavorofthenewsystem.Currently90%ofteachersparticipate.

 50 SystemInfrastructure
TheTeacherAcademyrepresentsthecenterpieceofreforminISD15.TheTeacherAcademyincludes ongoing,jobimbeddedsupportthatconsistsofthreeprimaryfeatures: ThestructureoftheTeacherAcademyallowsforchoiceandfacilitatesathoughtful,flexible,and individualizedapproachtoprofessionaldevelopment.Byprovidingeachteacherwithsupportand training,teachersengageinacontinuousimprovementmodelthatseekstoraisestudentachievement bymaximizingteacherperformance.Forexample: Academyclassofferingsoccuronavarietyoftimelinestoaccommodatethedifferingavailability andschedulingpreferencesofstaff. ThetwoAcademycoordinatorsareteachersonahalftimeassignment.Coordinatorsare chosenbyapanelonwhichteachersconstituteamajority. Tobecomeamentor,teachersmustparticipatein24hoursoftraininginthesummerandthen participateinarefresherwhenactuallyassignedtomentor. Sitestaffdevelopmentteamsselecttheirownpeerleadertosupportindividualmembersgoals andplans.ThepeerleaderservesonthesitecommitteeandfacilitateseachteamsProfessional ReviewTeam(PRT). Athreeyearlongnewteacherinductionperiodthatincludesafourdayorientation,oneon onementoringwithatrained,jobaliketeacher,andoneacademyclassperyear. Academyclassesandstudygroupsthatprovidesupportforeachteachertoapply32 professionaldevelopmenthourstowardhisorherindividualgrowthgoal. Sitebasedstaffdevelopmentforteamsofabout10teachers.

DuringthefullimplementationyearsoftheTeacherAcademyatthebeginningofthedecade,positive correlationswithstudentgrowthandachievementoccurred.Incomparisontootherdistrictsinthe state,ISD15increasedstudentachievementbyanaverageof13pointsinmathematicsand10pointsin reading(20022005). TheStudentPerformanceImprovementPlanutilizestheTeacherAcademyframeworkasafoundation forsupporting,evaluating,andcompensatingteachersastheyprogressthroughtheavailablecareer paths. Figure1:SPIPCareerLadderPaths EmergingProfessionalTeacher ProfessionalTeacher MentorTeacher

Pendingcompletionofmasterdegree

CareerClassroomPerformanceorCareerLadderinTeacherLeadership

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Ateachstepontheladder,teachersreceiveoneofthreecategoricalperformancedescriptors:in progress,proficient,orestablished.Teachersadvancebyrepeatedlyearningestablishedrankings. PeraSchoolBoardrequirement,teachersonlymaycontinuetoprogressbyearningamastersdegree. Teacherswhochoosenottopursueamastersdegreeplateauapproximately$20,000belowthe potentialmaximumsalary.Toaccommodatetheadvanceddegreepolicy,theTeacherAcademypartners withanearbyuniversityinMinneapolissothatteachersmayearnamastersdegreeincurriculumand instructionwhilesimultaneouslyfulfillingrequirementsoftheTeacherAcademy. WithinSPIP,teachersalsoreceivestipendsforassumingadditionalleadershiproles.Stipendsrangefrom $1,100to$12,000anddependonthenatureoftheresponsibilities. Figure2:ISD15SalaryStructure(20092011)

SalarySchedule(20092011)
Teacher Level BA BAMentor $53,247 MA $40,750 $47,814 $55,420 $59,767 $64,114 $71,542 MAMentor $56,506 $60,854 $65,201 $72,629 $60,854 $65,201 $72,629 AccumulatedAnnual ReviewsRequired Entrylevel 3(allproficientorabove) 6(allproficientorabove) 10(7established) 13(10established)
16(13established)

Teacher1 $39,120 Teacher2 $45,641 Teacher3 $54,160 Career1 Career2 Career3 Teacher4 Teacher5 Teacher6

7(4established) 7(4established) 7(4established)

ExtendedResponsibilityStipendsRange$1,100to$12,000
Teacherevaluationsreflectprogresstowardindividuallychosenprofessionaldevelopmentgoals. Individualgoalsalignwithstaffdevelopmentopportunitiesofferedthroughtheacademy.Althoughthe districtestimatesthatindividualteachersdrive8090%oftheirowngoalsandthatthemajorityof teacherschooserelevant,rigorousobjectives,thePerformanceReviewTeam(PRT)approvesfinalgoals andadministratorscanencourageteacherstofocusonspecificareasofneed. St.Francisattemptedtocreateafairevaluationsystembyutilizingmultipleevaluatorsandestablishing safeguards.EveryPRTconsistsofoneadministratorandtwopeers.Ofthosetwopeers,oneistheteam leader(whomtheindividualteacherhelpedselect).Moreover,ifateacherdisagreeswiththeevaluation ofaPRT,thatteachercanappealtotheunionpresident.SinceSPIPwasimplementedin2005,the

 52
districthasusedtheappealsprocessonce.Transparencyandopportunitiesfordirectfeedbackare embeddedthroughoutSPIP.Ifateacherdoesnotachievethehighestlevelinanygivenperformance review,thereviewteammustdescribespecificstepsthattheindividualteacherneedstotaketoearn anestablishedrating. Indeed,supportforSPIPappearstoemanatefromalllevelswithinthedistrict,includingdistrict administration,theSchoolBoard,EducationMinnesotaSt.Francis,andteachers. AccordingtotheUniversityofMinnesotaCenterforAppliedResearchandEducationalImprovement Study,89%ofteachersinSt.FrancishighlysupportSPIP,82%ofteachersbelievethatstudentswill achievegreateracademicgains,and79%believeofteachersbelievethatadvancementwithinthesalary structureshouldbeconnectedtostudentachievement(2008).

SustainingFactors
TheTeacherAcademyandStudentPerformanceImprovementSystemreceivesupportfromboth teachersandadministrators.Althoughteachersleadthemajorityofinitiatives,administratorsactively participate.Notonlydoadministratorscontributetoacademyclasses,allschoolanddistrictbased administratorsbelongtoPerformanceReviewTeams. Theoptinsystemrepresentedthesinglemostimportantthingthatwedidthatmakesourprogramin Minnesotasignificantlydifferent,accordingtoKeillor.Becauseteacherswerepresentedwithachoice andhadopportunitiesinputalongtheway,externalstudiesconfirmedhighlevelsofteacherbuyinwith thenewcompensationstructure.Thedistrictalsomovedalonganextendedtimeline,decliningtomove forwarduntilteacherbuyinhadbeenestablished. Challenges MaintainingsustainedfundinglevelsrepresentstheprimarychallengetoISD15sperformance basedcompensationsystem.QCompfunding,forinstance,providesapproximately$260per student,or7%ofthefundingneededforannualsalaries. Foreveryteacherwhotransitionedfromtheprevioussetsalarystructuretothenew performancebasedsystem,thecostofthefundingtransitionaveraged$4,000perteacher. Anticipatedretirementshavenotoccurredattherateanticipatedbyprojectionsmadepriorto theeconomicdownturn.Accordingtothedistrict,thishaspresentedchallengeswhichhavenot beeninsurmountablebutarebeginningtocreatesomepressure. TomaintainthequalityoftheTeacherAcademyandtheStudentPerformanceImprovement Program,aleadershippipelineneedstobemaintained.Severalkeylongtermleadersinthe districtareapproachingretirement,necessitatingatransition.Yet,thefocusondeveloping leadershipinternallythroughthesesamesystemsandcareerpathwaysseemspromising. Approximately80ofthe360teachersinISD15serveinformalrolesasteacherleaders.

ThecreationofaperformancebasedevaluationandcompensationsysteminSt.Francisevolvedover thecourseof20yearsasaresponsetostatepoliciesandimprovementstointernalteachersupport structures.Ultimately,accordingtoISD15,Asystemthatisindifferenttotheperformanceofits employeesandrewardsthemalikeregardlessofeffortoreffectivenessisbasedonanassumptionthat whatthoseemployeesdoreallyisntveryimportantordifficult.

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WinstonSalem/ForsythCountySchools,NorthCarolina
Context
WinstonSalem/ForsythCountrySchools(WSFCS)hasprioritizedcommunicationandrelationship buildingasessentialpartsofitsworkwithstaff,theschoolboard,andthepublic.ThoughNorthCarolina isoneoffivestatesintheU.S.wherecollectivebargainingforschoolemployeesisprohibitedunder statelaw,theNorthCarolinaAssociationofEducators(NCAE)hashistoricallylookedtoexertinfluence overthestatelegislatureonarangeofimportantissues,includingbudgetandworkingconditions.With 65,000members,theNCAE,astateaffiliateoftheNationalEducationAssociation,isthe14thlargestof the53NEAstateaffiliates.TheForsythCountyAssociationofEducators(FCAE),ledbyTrippJeffers, attributesmuchofitsstrengthlocallytoitsnumbersandabilitytoorganizeatagrassrootslevel.With 3,300members,roughly40%ofallschoolstaffandmorethanhalfoftheteachersinWSFCShaveopted tojoinFCAE.ThiscomparestoCharlotteMecklenburgSchoolswhich,despitehavingmorethantwiceas manyschoolsasWSFCS,hasroughlyhalfasmanymembersintheirlocalaffiliate. Dr.DonaldMartin,superintendentofWSFCSsince1994,deliberatelyseekstocultivateinclusive leadershipinhisdistrict.Indiscussingthekindofleadershiprequiredintodayseducationalclimate,Dr. Martinasserts,Peoplehavetofeelalotmoreownershipintheirorganization,intheirdistrict,to actuallygivetheirbestefforts.Ifpeoplefeelliketheyreengagedandifthevehiclehappenstobethe teachersassociationforthattohappen,wellthenthatsgoodthatsastructure.Therearemultiple structuresthatallowforcloseparticipationamongdistrict,FCAE,andschoolboardmembers.These haveincluded:FCAETaskForcesonTeacherWorkingConditions(2007),ExceptionalChildren(2009)and StrategicCompensation(2011),monthlyFCAEmeetingswiththesuperintendent,aTeacherAdvisory Council,andtheplanningandreviewcommitteeforthedistrictsTeacherIncentiveFund(TIF)andRace totheTop(RTT)applications.Themajorityofschoolboardmembershavealsoservedsince1994, strengtheningconsistentleadershipwithinthedistrict.Speakingaboutthecurrentprincipalselection process,heraldedbyDr.Martinandinclusiveofbothteachersandboardmembers,SchoolBoardChair DonnyLambethcomments,Thatsaverydifferentculturethanitwas1718yearsago.

StrategicPriorities
WSFCShassecured$31.6millioninfederalgrantstoacceleratetheirworkaroundthestatesambitious goalsforstudentachievementandteacherandleadereffectiveness.Centraltothestateplanisthe NorthCarolinaTeacherEvaluationProcess,adoptedin2008andrequiredforusein20102011,whichis designedtoassessteacherperformanceinrelationtothefiveNCProfessionalTeachingStandards.FCAE offersrequiredtrainingtoteachersontheevaluationprocess,whichasksprincipalstoassessteacher progressusingarubricdetailingfourlevelsofperformance(Developing,Proficient,Accomplished,and Distinguished).Ratingsarebasedonclassroomobservationsandartifactscompiledbyteachersas evidenceoftheirpractice.Beginningthisschoolyear,documentationforatleastonestandardmust includeanexampleofstudentgrowthdata,includingSASEducationValueAddedAssessmentSystem (EVAAS)resultsorotherapprovedmeasures.Principalsmustobserveprobationaryteachersthreetimes duringtheschoolyear,andapeermustobservethemonce.Beginningin20102011,teachersmustbe ratedProficientonallfiveteachingstandardstobeeligiblefortenure.Theevaluationprocessisalso designedtoinformprofessionaldevelopment,asteachersarerequiredtodevelopgrowthplansaimed atimprovingperformanceonstandardsspecificallyidentifiedforgrowththroughselfassessment,post observationconferences,andthesummaryevaluationconference.Thelocalandstateteachers

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associationscollaboratetoprovideanarrayofprofessionaldevelopmentopportunitiesavailableto teachersaspartofthisprocess. WithinNorthCarolina,WSFCShasemergedasaleaderbothintheuseofEVAASdataandteacher willingnesstousethisdataaspartoftheprofessionaldecisionmakingprocess.WSFCSwasanearly adopteroftheEVAASsystemandhasbeenactivelyinvolvedindevelopingteachersupportfortheuse ofEVAASoverthepastfiveyears.Videos,endorsedbythedistrictandtheunion,havebeenmade availableonline,explainingvalueaddedmeasuresinanonthreateningway.Thedistrictmadethe decisionnottoreleasescorestoteachersuntiltherewastwoyearsworthofvalueaddeddata.Under thedistrictsnewTIFgrant,teachersarerewardedforstudentlearninggainsnotonlyindividually,but alsoaspartofgradelevelteamsandwholeschools,fosteringthekindofschoolbasedcollaboration thatFCAEemphaticallysupports. ThoughFCAEPresidentTrippJefferssays,Dr.MartinandIdisagreeabitonvalueaddeddata,he furtherexplains,Havingagoodrelationshipisnotpredicatedonperfectagreement.but,because theresalwaystheexpectationofinclusionandinput,youreabletoagreetodisagree.WhileMartin andTrippmaydisagreeatpoints,thedistrictsnewReductioninForce(RIF)policyalsopointstotheir capacitytoreachtruecompromise.During20092010,schoolboarddiscussionsaroundrevisingthe20 yearoldpolicycoincidedwithstateeffortstogetsuperintendentsandNCAEpresidentstosignthe MemorandumofUnderstanding(MOU)requiredbytheirRacetotheTopapplication.TheNCAEalready hadconcernsaboutusingstudenttestscoresasthebasisformeasuringteachereffectiveness,and whenWSFCSproposedincorporatingEVAASdatatoinformthedistrictsRIFpolicy,FCAEthreatenednot tosigntheMOU.Thoughtheconflictrepresentedaboilingpointindistricttensions,SchoolBoardChair DonnyLambethpushedforconsensusbuildingdiscussionsbetweenDr.MartinandFCAE.Three negotiationmeetingstotalingsevenhoursensued;asaresult,FCAEsignedtheMOU,andbothlabor andmanagementembracedabalancedRIFpolicy,basedonbothseniorityandteacherevaluations.

SystemInfrastructure
AlongwiththeparticipationofFCAEinvariousstandingandadhoccommitteesinWSFCS,thevoiceof teachersissolicitedonanongoingbasisthroughtheTeacherWorkingConditionsSurvey.First developedinWSFCSintheearly1990s,theNorthCarolinaGovernorsTeachersWorkingConditions Surveyisnowadministeredthroughoutthestateduringevenyears.Locally,thesurveyisalso administeredbyFCAEduringtheoddyearsandcoversarangeofimportanttopicsthatinclude:facilities andresources,schoolleadership,professionaldevelopment,andinstructionalsupport.Teacher feedbackisusedtoinformthedistrictonvariousdistrictpriorities: In2010,89.5%ofteacherscompletedthesurveyslightlymorethanthe88.8%whoresponded statewide.Thatsameyear,79%ofteachersinWSFCSagreedthat,Teachersarereliedupontomake decisionsabouteducationalissues. EverySchoolImprovementPlanmustincludeagoalthataddressesaproblemareaidentified bythesurvey. ThedistrictsprincipalselectioncommitteesreviewstatewideresultsontheGovernorsTWC survey. FCAEannuallyrecognizesthehighestscoringandmostimprovedprincipal(basedonselect surveyitems)ataschoolboardmeeting. Surveydataareusedtoinformprincipalevaluationsandprofessionaldevelopment.

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Theemphasisonsharedaccountabilityisreflectedintheuseofarigorousevaluationprocessforschool leaders.TheNorthCarolinaPrincipalandAssistantPrincipalEvaluationProcessisbaseduponthestates StandardsforSchoolExecutiveswhichdetailssevenareasofcompetencythatmustbepossessedbya schoolleaderwhoisanexecutiveinsteadofanadministrator.ThesevenStandardsforExecutive Leadershipinclude: Similartotheteacherevaluationprocess,fourlevelsofperformancearedeterminedthroughaprocess ofselfevaluation,meetingsandasitevisitbythesuperintendent/districtdesignee.Theevaluation processisguidedbyarubricdetailingeachstandardandartifactsthatshowsevidenceoftheschool leaderspractice.TheasterisksinFigure1indicatetherequiredcomponentsoftheprocess. Figure1:PrincipalEvaluationProcess StrategicLeadership InstructionalLeadership CulturalLeadership HumanResourceLeadership ManagerialLeadership ExternalDevelopmentLeadership MicropoliticalLeadership

Beginningin20102011,alldistrictsinNorthCarolinawererequiredtousethePrincipalandAssistant PrincipalEvaluationProcess.HoweverinWSFCS,ithasbeeninusesince20082009.Alongwiththe teacherandschoolleaderevaluationprocesses,McRelalsodevelopedaSuperintendentEvaluation Process,notrequiredforuseinthestate.WSFCSiscurrentlyusingitsownprocessforDr.Martins evaluationwhichisguidedbythedistrictsstrategicplanandaskstheschoolboardtoassessprogress onspecificobjectivesthroughachecklistevaluationandwrittenfeedback.

 56 SustainingFactors
WSFCSmadestudentachievementgainscomparabletothetopurbandistrictsinNorthCarolina.It ranksthird,afterGuilfordCountyandCharlotteMecklenburg,inthenumberofschoolsmaking AdequateYearlyProgress.GuilfordCountyisat59.5%;CharlotteMecklenburgisat57.7%;andWSFCSis at54.3%.Eachofthethreedistrictshasapproximately50%ofstudentsreceivingfreeorreducedprice meals.Additionally,WSFCShassetitsownhighbarforcontinuousimprovement.In2010,93%of schoolsmadeexpectedorhighgrowth,upfrom70%in2008(SeeFigure2). Figure2:WSFCSSchoolwideGrowthonNorthCarolinaStateAssessment

Highgrowth ExpectedGrowth Lessthanexpectedgrowth Theintensefocusofadministration,board,andFCAEleadershiponstudentachievementhashada significantimpactonoutcomes,andthemutualrespectandtrustamongthesevariousgroupsis apparentinthestructures,policies,andlanguageemployedwithinthedistrict.Implementationduring the2010schoolyearofProfessionalLearningCommunitieswithineachofthedistricts80schools affirmsthepositiveimpactcollaborationamongteacherscanhaveonthelearningenvironmentand studentachievement.MembersoftheleadershipteaminWSFCSspeakhighlyofoneanother.Inthe wordsofFCAEPresidentTrippJeffers,Dr.Martinisaremarkablesuperintendentwholistensandcares abouthisemployees;hewasdeservinglynamedthe2011NorthCarolinaSuperintendentoftheYear. Trippbelievesthatthereareactuallyadvantagestodoingthisworkinhisstatescontextinwhichthe unionoperateswithoutcollectivebargaining.Hementions,Therearekeybenefits[tobeinginanon collectivebargainingstate].Inourlobbyingefforts,thereisnothingoffthetable.Whilethereis clearlyastrongcommitmenttoengagingteachervoiceinWSFCSonthepartofbothDr.Martinandthe 2008 2009 2010 24% 26% 28% 29% 46% 25% 54% 39% 7%

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schoolboard,therehavebeenquestionsraisedaboutthefutureoftherelationshipwiththeteachers associationifturnoverinleadershipweretooccur.Whilethereisacknowledgementthattheprofileof anincomingsuperintendentwouldcertainlyimpactthisrelationship,Jeffers,Martin,andLambethall agreethatthelargenumberofteacherscurrentlyorganizedandparticipatinginFCAEwouldinsistthat theestablishedcultureofinclusioncontinue. WSFCSandNorthCarolinagenerallyhavetakenonsomeoftodaysmostambitiouseducational reforms.TheworkcurrentlybeingdoneinboththedistrictandthestateunderRTTandTIFisgoingto continuetorequireasharedvisionforstudentsuccessandawillingnesstomaintainopendialoguein thefaceofinevitablechallenges.ThesuccessofthedistrictsRIFpolicyandthestatesteacherand leaderevaluationsystemrestsonavarietyoffactorsthatinclude:interraterreliabilityamongratersof teacherperformance,validmeasuresofstudentgrowthinnontestedgradesandsubjects,anda systemwidecapacityforimplementingtargetedprofessionaldevelopment.Collaborationwithteachers andkeystakeholdersshouldwellserveWSFCSleadersastheyworktoachievereasonableconsensuson thesecomplexissues. TOP