1
CEO Quarterly Principal’s Meeting
December, 19th 2011
BALTIMORE CITY
PUBLIC SCHOOLS
Agenda
2
1. Keynote Presentation – CEO (60 minutes)
 TUDA and the implications for teaching and learning
 Teacher observation and evaluations
 Revisiting FY12 reform – Are you experiencing the work differently?
 Stakeholder engagement campaign
 Questions
 Next Steps
2. Move to Small Groups (10 minutes)
3. Reflection/Feedback- Officers and Principals (30 minutes)
 Individual reflection
 Small group debrief
 Feedback/Questions
BALTIMORE CITY
PUBLIC SCHOOLS
TUDA 2011 Math Grade 4: Average Scale Score
All Students
3
250
221.8 223.2 223.8 225.3 225.6
215.8 217.7 219.5
200
228.1
232.8
237.2 238.9 240.1
232.9 234.5 235.2 235.4 235.5 237.0
203.2
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
243.3 245.4 246.9
TUDA 2011 Math Grade 4: Average Scale Score
African American/FARMs Students
4
250
200
200.0
219.8 220.1 220.6 222.0 222.7
215.2 216.7 219.0 219.1
211.4
211.3
211.2
209.9
207.6
224.0 225.4 225.5 226.3 227.9
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
229.2 229.4
TUDA 2011 Math Grade 8: Average Scale Score
All Students
5
300
250
246.2
254.2 255.5 256.0 256.0
260.7 261.4 264.9
271.7 272.1 274.0 274.2 274.3 274.9
265.9 270.4
278.5 279.3 281.6 282.1 282.7
200
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
285.4 286.9
TUDA 2011 Math Grade 8: Average Scale Score
African American/FARMs Students
6
300
250
241.1 241.8 242.2 243.0 243.2
249.3 250.7
257.9 257.9 258.2 258.6 259.6 260.2 261.9 262.0
252.9 253.4 256.1 257.6 257.8
200
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
268.2 269.3
TUDA 2011 Reading Grade 4: Average Scale Score
All Students
7
200
200.5200.6 201.0
195.5 198.8
191.1 192.5 194.3
203.3 203.7
221.0 222.8 223.6
216.4 217.0 220.0
215.4
213.0
208.9 210.9 211.6
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
224.2
230.8
TUDA 2011 Reading Grade 4: Average Scale Score
African American/FARMs Students
8
200
204.1 204.8
199.3 199.7 200.6 203.0 203.1
197.4
193.7 194.5
188.7 191.4
184.1 186.1 186.7 187.4
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
207.0 208.6209.0 209.1
210.9 214.1
TUDA 2011 Reading Grade 8: Average Scale Score
All Students
9
250
236.6 236.9 237.5 238.2 240.1
245.8 246.1 246.8
264.9
259.7 259.9 261.4 263.6
252.5 252.6 252.8 254.4 254.6 254.7 256.0
200
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
TUDA 2011 Reading Grade 8: Average Scale Score
African American/FARMs Students
10
250
226.0 226.2 228.0
232.9 233.6 233.7
240.0 240.9 241.9 242.0 242.0 242.4 242.6 243.4 243.8 244.0
200
150
100
50
0
BALTIMORE CITY
PUBLIC SCHOOLS
244.8 245.4 246.4 246.6 246.9
249.1
TUDA 2011: Implications
11
Encouraging gains aside, perhaps the starkest
finding in the 2011 TUDA results is how far
Baltimore City Public Schools has to go to become
a high-performing, big-city school district
BALTIMORE CITY
PUBLIC SCHOOLS
Evaluation is the Sum of Many Parts
12
Evaluations should take into account observations (both formal and
informal), student achievement and growth data, and other contributing
data that supports the PBES Domains
Informal
Observations
Formal
Observation
Evaluation
Student
Achievement and
Growth Data
Other
Contributing
data relevant to
PBES Domains
Performance-Based Evaluation System (PBES)
BALTIMORE CITY
PUBLIC SCHOOLS
Teacher Formal Observation Data from OPMS
SY11-12
13
School Formal Observation Completion Data as of
12/16/11
45%
41.11%
40%
35%
34.22%
30%
26.99%
25%
20%
15%
10%
5%
0%
Completed
On-Going
Not Started
THIS DATA REFLECTS WHAT IS CAPTURED ELECTRONICALLY IN
OPMS AND DOES NOT REFLECT THE FORMAL OBSERVATIONS THAT
SHOULD HAVE ACTUALLY BEEN COMPLETED
BALTIMORE CITY
PUBLIC SCHOOLS
Teacher Evaluation Data SY10-11
14
Comparison of mid-year SY 2010-11 and end-of-year SY 2010-11
SY 2010-11
SY 2010-11
Mid-Year
Final Evaluation
Evaluation
Count
Proficient
Satisfactory
Unsatisfactory
Not Rated
Total
3,746 (55.3%)
2,423 (35.8%)
457 (6.8%)
143 (2.1%)
6,769
4,395 (63.4%)
2,150 (31.0%)
203 (2.9%)
181 (2.6%)
6,929
PRINCIPALS MUST ENSURE EVALUATIONS FOR THIS YEAR
ACCURATELY REFLECTS WHAT IS GOING ON FOR KIDS IN
CLASSROOMS.
BALTIMORE CITY
PUBLIC SCHOOLS
When conducting teacher evaluations, student
growth must be a factor
15
RIGOROUS
EVALUATION
BALANCED
EVALUATION
AND NEEDS
SUPPORT
High student
growth and
percent of
proficient
teachers low
High student
growth and
percent of
proficient
teachers high
Low student
growth and
percent of
proficient
teachers low
Low student
growth and
percent of
proficient
teachers high
BALTIMORE CITY
PUBLIC SCHOOLS
BALANCED
EVALUATION
NOT
RIGOROUS
EVALUATION
Examples of the Disconnect Between
Achievement and Evaluation
16
Teacher Evaluation Ratings and schools with 20+ point decline in MSA Reading
AND MSA Math, 2011 (Pct. Prof mean=57.53)
Overall Reading
2010-2011
Pct.
Prof/Adv %
Unsatisfactory
change
Overall Math
2010-2011
Prof/Adv %
change
School name
Pct. Prof
Pct.
Satisfactory
SCHOOL A
75
25
0
-23.6
-27.5
SCHOOL B
SCHOOL C
SCHOOL D
SCHOOL E
46.67
37.5
28.57
28.57
53.33
58.33
60.71
57.14
0
0
0
8.57
-21.5
-21.9
-23.2
-26.3
-29
-31.2
-32.8
-26.9
SCHOOL F
27.27
45.45
27.27
-22.1
-30.4
BALTIMORE CITY
PUBLIC SCHOOLS
How Will I, as a Principal, Experience the Work
Differently? (slide from CEO Principal Meeting at the end of SY10-11)
17
You should…
 Receive more meaningful and regular feedback on your practice
 Understand clearly the outcomes (student outcomes and
transactional/compliance) and standards (Leadership Framework) that you
are responsible for and where you can go to access supports
 Spend less time having to contextualize your requests to the district,
providing data about your school, and responding to last minute district
requests
 Feel that the transactional services and processes are expedited (e.g. budget
amendments) and the networks are truly your “1-stop shop”
 Be able to spend more time in classrooms because your operational and
leadership needs are being met
 Feel advocated for and supported with a sense of urgency and more often
hear, “Why not?” then “Why?” from the district
 Have a bigger voice in the district and feel that your experiences and
feedback are shaping district policies and procedures
DRAFT
BALTIMORE CITY
PUBLIC SCHOOLS
Themes in feedback so far…
18
Stakeholder
What’s Working
New Principals
(focus group)


Networks help to ‘peel back layers’ of central office, but sometimes not
enough
Electronic resources are good – if principals understand how to use
them
New Teachers
(focus group)


New teacher institute
Some PD is very helpful – some is not (inconsistent)
Executive Directors
(monthly meetings)




Principals are receptive to guidance from EDs
Instructional Framework is good tool to guide what exemplar teaching
should look like
Adoption of data-driven decision-making
Network structure is improving support provided to schools




Sharing of data
Principals are receptive to supports provided by networks
Networks provide forum for inter-school collaboration
Some schools leveraging resources between schools
Facilitators
(monthly meetings)
BALTIMORE CITY
PUBLIC SCHOOLS
Themes in feedback so far…
19
Stakeholder What Needs Improvement
New Principals
(focus group)



Too much routing to different central office departments
Some tools that are supposed to make things easier actually create more
work
Difficult to balance role of instructional leader vs manager
New Teachers

(focus group)
Executive Directors 
(monthly meetings) 


High variability among quality of professional development and
collaborative planning
Continued need for principal support and development
Timing of School Performance Plan
Communication with and priorities of central office departments
Expectations and planning, time management
Facilitators

(monthly meetings) 

Deployment of Academic Content Liaisons
Clarity around boundaries of school autonomy, especially for charters
Schools sometimes struggle to think beyond their walls, and how
resources can be pooled
Need more collaboration between Special Ed, Student Support and
Academic Liaisons

BALTIMORE CITY
PUBLIC SCHOOLS
Stakeholder Engagement Campaign
20
Active engagement with a
variety of stakeholders will
increase the information
available will promote
better decision-making at
City Schools.
The experience of the
stakeholder should be
considered in everything
that we do.
BALTIMORE CITY
Principals
Teachers
and other
schoolbased staff
Family
/Commu
-nity
District
office
staff
And most
important
…?
PUBLIC SCHOOLS
And most importantly…
21
•Students are our most important client
and yet we often overlook their input and
reflection
EXAMPLES:
MET Project, Student Perception of the
Classroom Instructional
Environment
STUDENTS
BALTIMORE CITY
PUBLIC SCHOOLS
Questions, Comments, Ideas?
22
BALTIMORE CITY
PUBLIC SCHOOLS
Next Steps
23
 Next meeting will be held at the Mt. Washington
Conference Center on Friday, February 24, 9-11am
 Small Groups (30 minutes)



Quick Introductions
Individual Reflection Sheet (NOTE: Your feedback will be
collected, trended and used to help improve the work.
Results/follow-ups will be shared at the next meeting)
Small Group Debrief by Network
BALTIMORE CITY
PUBLIC SCHOOLS
Room/Table/ Officer Assignments for Small
Group
24
PRINCIPALS, PLEASE GO TO YOUR ROOM AND FIND A TABLE WITH
AN OFFICER IN THAT ROOM. WHEN THE TABLE IS NEAR TO FULL,
THE SMALL GROUP DISCUSSION AT THAT TABLE WILL BEGIN. YOU
DO NOT NEED TO SIT BY NETWORK ONCE IN YOUR ASSIGNED ROOM.
Network
Break out Room
Table Leads (tables of 12)
1-3 (ES)
Rm 202 (50 people)
Tisha Edwards, COS
Jerome Oberlton, ITD
Kristy Miller, CFO
Dr. Maria Navarro, CAO
13-16 (Charter,
SE/AOP,
Turnaround)
Rm 200 (50 people)
Keith Scroggins, COO
Michael Sarbanes, Engagement
Sarah McLean, CEO
Sally Robinson, Legal
4-9 (ES/MS
networks)
Mt Washington Rm (60
people)
Jonathan Brice, Networks
Mike Frist, CFO
Laura Kiesler, HC
Courtney Connor, Engagement
Jessica Delahunty, CITO
10-12 (Middle
/High, High)
Rm C33 (40 people)
Dr. Sonja Brookins-Santelises, CAO
John Land, COO
Tom Dewire,
Networks
PUBLIC
SCHOOLS
BALTIMORE CITY