Okay, I'm officially correcting all of the above/below: read the BROAD Center (for Brode).
My apologies.
Showing posts with label Brode Center. Show all posts
Showing posts with label Brode Center. Show all posts
Thursday, July 16, 2009
Not-so-liveblog of the Worcester School Committee retreat: standards of practice
Standards of Practice: code of ethics of School Committee
And, ah-ha, the School Committee has one (adopted April 5, 1973; citing a MASC Code adopted in 1964), which is being passed around, ‘though Quinn says he will send some other samples. He says this should be part of assessing the School Committee.
Quinn talks about the Brode Center for Urban Schools: three times, two to four days, for School Committee training: developing board members, urban school renewal, policy development. $50,000. They’re working on this proposal for school districts around the country. “A great growth experience…never heard” anything otherwise. Lukes wants to know how we can apply; she says in going to meetings with other mayors, she walks away thinking “Worcester’s in good shape!”
Mass Association of School Committees, he recommends.
He says that continuity is key: superintendent and School Committee in place (he speaks here about winning the Brode Prize of $2 million; all districts that have won it have had the same people at the top, including School Committee, for 6 years. Oh, and Worcester isn’t eligible because we aren’t a big enough district.)
And, ah-ha, the School Committee has one (adopted April 5, 1973; citing a MASC Code adopted in 1964), which is being passed around, ‘though Quinn says he will send some other samples. He says this should be part of assessing the School Committee.
Quinn talks about the Brode Center for Urban Schools: three times, two to four days, for School Committee training: developing board members, urban school renewal, policy development. $50,000. They’re working on this proposal for school districts around the country. “A great growth experience…never heard” anything otherwise. Lukes wants to know how we can apply; she says in going to meetings with other mayors, she walks away thinking “Worcester’s in good shape!”
Mass Association of School Committees, he recommends.
He says that continuity is key: superintendent and School Committee in place (he speaks here about winning the Brode Prize of $2 million; all districts that have won it have had the same people at the top, including School Committee, for 6 years. Oh, and Worcester isn’t eligible because we aren’t a big enough district.)
Not-so-liveblog of the Worcester School Committee retreat: evaluating the superintendent
Question on contractually, goal-setting by mid to late fall: evaluate in spring
Quinn says that he sees a “bucket” of student achievement, whether they are ELL, extended learning, or at underperforming schools. Another one he sees is communication, transparency, and budget. “Third big chunk” has to do with defining success. Community partnerships is another.
Superintendent’s evaluation
O’Connell reviews how the School Committee evaluates the superintendent
Quinn gives a rundown of other systems of evaluation; says it should be a process not an event. Quarterly retreats, part of which should be related to performance. Self-performance should be part of performance evaluation, as how a supervisor relates to how those being supervised perform (?), he’s concerned about executive session and evaluating the superintendent (they can’t go into executive session for that). He recommends Charlotte-Mecklenberg as a success in evaluation (news to those of us who know anything about the Charlotte district). He doesn’t think that individual evaluations should be collected and put together for the final evaluation (and put out to the press and public). He wants a strategic plan in place so that she can be evaluated by that in her second year. (He calls this a hybrid of a “global and data” assessment.)
Brode offers a “senior advisor” for all superintendents they have. They also offer to “facilitate the evaluation” in year one for their graduates. They do it over two days: meet each School Committee member individually; three or more mentions of anything end up in the final report. They send that to her, she goes over/adds her own stuff, it goes back to the committee, and they check it over for the final report. The Mayor calls for discussion now; largely the committee feels they ought to do it themselves, the Mayor speaks of “being willing to experiment”…she’s like to have the experience. Speaks of having at least one, maybe more, new member on the Committee…”I don’t feel threatened at all by the Executive approach” It’s only free the first year...some back and forth over maybe meeting with a person, but not for evaluation. Lukes points out that colleges and universities have to be more involved; Boone says she is having good conversations with them; Lukes suggests coordinating w/ City Manager on that. Some talk about Pittsburgh having a community grant program for kids who graduate with a certain GPA.
Quinn says that he sees a “bucket” of student achievement, whether they are ELL, extended learning, or at underperforming schools. Another one he sees is communication, transparency, and budget. “Third big chunk” has to do with defining success. Community partnerships is another.
Superintendent’s evaluation
O’Connell reviews how the School Committee evaluates the superintendent
Quinn gives a rundown of other systems of evaluation; says it should be a process not an event. Quarterly retreats, part of which should be related to performance. Self-performance should be part of performance evaluation, as how a supervisor relates to how those being supervised perform (?), he’s concerned about executive session and evaluating the superintendent (they can’t go into executive session for that). He recommends Charlotte-Mecklenberg as a success in evaluation (news to those of us who know anything about the Charlotte district). He doesn’t think that individual evaluations should be collected and put together for the final evaluation (and put out to the press and public). He wants a strategic plan in place so that she can be evaluated by that in her second year. (He calls this a hybrid of a “global and data” assessment.)
Brode offers a “senior advisor” for all superintendents they have. They also offer to “facilitate the evaluation” in year one for their graduates. They do it over two days: meet each School Committee member individually; three or more mentions of anything end up in the final report. They send that to her, she goes over/adds her own stuff, it goes back to the committee, and they check it over for the final report. The Mayor calls for discussion now; largely the committee feels they ought to do it themselves, the Mayor speaks of “being willing to experiment”…she’s like to have the experience. Speaks of having at least one, maybe more, new member on the Committee…”I don’t feel threatened at all by the Executive approach” It’s only free the first year...some back and forth over maybe meeting with a person, but not for evaluation. Lukes points out that colleges and universities have to be more involved; Boone says she is having good conversations with them; Lukes suggests coordinating w/ City Manager on that. Some talk about Pittsburgh having a community grant program for kids who graduate with a certain GPA.
Not-so-liveblog of the Worcester School Committee retreat:Brode Center
Brode graduate is now Assistant Secretary for Elementary and Secondary Ed for the US (she comes from Pomona County)
Not-so-liveblog of the Worcester School Committee retreat: Brode Center
Recommend retreats for starting superintendents: how the relationship is going to work
Brode: “if we find the best and the brightest people, prepare them…if they stay in that position for three years or more, “ there is improvement…by year three, you can see significant results (they track test scores). He says we may even see it in 2, as Boone is one of their own instructors
Brode Prize won by districts that have “an effect governance team”…to often see a group of people who are dysfunctional…he doesn’t think it will take until 3
Brode: “if we find the best and the brightest people, prepare them…if they stay in that position for three years or more, “ there is improvement…by year three, you can see significant results (they track test scores). He says we may even see it in 2, as Boone is one of their own instructors
Brode Prize won by districts that have “an effect governance team”…to often see a group of people who are dysfunctional…he doesn’t think it will take until 3
Will update later
Much to post here, but they're taking a working lunch which I'm missing to post even this much. Presenter is from Brode Center, which trained Dr. Boone. Much of the morning was his presentation, then Dr. Boone reviewed her transition plan and communication needs. All will be posted! Just not yet!
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