Category Archives: School Governance

What Is a School District Chief Innovation Officer? A Q&A With Margo Roen and David Saenz

Through innovation, organizations can adapt and improve their operations, but in large, complex school districts, who actually defines and pushes innovative efforts forward? 

School districts across the country are increasingly appointing a Chief Innovation Officer (CIO) or similar role to drive transformation in their school systems. What do these leaders actually do? What should superintendents consider before adding a CIO to their leadership team? 

In order to answer these questions, I reached out to Margo Roen, the Principal of Innovative Systems & Schools at Education First, and David Saenz, Senior Officer in Fort Worth (TX) Independent School District’s Office of Innovation and Transformation. (Fort Worth Independent School District is part of Texas’ System of Great Schools Network, which Margo supports, and is a current Bellwether client.)

headshots of Margo Roen, Education First, and David Saenz, Forth Worth Independent School District

This conversation has been edited for clarity and length.

What is a Chief Innovation Officer? What are the main responsibilities and skills?

Margo Roen: CIOs (or comparable roles) are fundamentally focused on creating more high-quality, best-fit schools for the students they serve, but this can look really different across districts depending on local needs.

CIO’s typically: 1) oversee an annual cycle for using data to assess their district’s strengths and gaps; 2) actively look for options to fill those gaps through internal capacity-building or external partnerships; and 3) formalize these strategic partnerships through performance contracts that clearly lay out expectations, autonomies, and supports for partners. 

David Saenz: The work of a CIO is all about change management. They need the ability to manage various projects at once while also being able to communicate effectively with internal and external partners and stakeholders. A CIO needs to have a working knowledge of most of the major areas of a school district: school management, school finance, personnel management, operations, and grant development.

A diverse array of districts have created CIO roles in the last decade or so. How has the role evolved, if at all, since then? Continue reading

School Board Demographics Don’t Match Student Demographics  — And That’s a Problem

This post is part of a series about Bellwether’s recent work on school governance and school board effectiveness.

Today’s average public school board member is a white male with a family income of over $100K a year. 

The majority of today’s public schools students, on the other hand, are female, students of color, and very likely to be from low-income families. Many are first-generation Americans navigating their own lives while also serving as de facto interpreters for their parents. 

If school board members don’t look like the students they represent, how can boards understand and value the needs of our most underserved students — and make decisions through an equity lens?

Bellwether recently completed research on Rhode Island’s governance practices, including how  school boards operate. Similar to the findings of a 2018 National School Boards Association report, we found that more than 60% of board members in Rhode Island are white and have advanced degrees, while fewer than 6% grew up in poverty or received special education or English language learning support. In contrast, 49% of Rhode Island’s public schools’ students are people of color: 31% are Hispanic/Latinx and close to 10% are Black/African American. 40% of these students are from low-income families, almost 20% are identified as having a disability, and almost 10% are English language learners.

Rhode Island is not alone. A recent study of Ohio’s school boards illustrates how lack of representation and understanding hurts underserved students. In the case of Ohio, citizens from more affluent areas run for school board and are elected, and then amplify the voices of families from their neighborhoods. As a result, affluent students and their schools receive greater resources.

For more equitable school board decision making, here are three suggestions for state departments of education, school boards, and leaders:

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How Can We Extend the Reach of Great Teachers? A Q&A with Stephanie Dean on Opportunity Culture

How should we train teachers? How do we ensure that all students have access to great teaching?

Those questions are at the heart of many education policy debates. While it may be difficult to “raise the bar” on the teaching profession by erecting barriers to entry, recent studies show that teacher coaching and teamwork offer more promise as ways to help young teachers improve their practice and to create a real career ladder within the teaching profession.

Stephanie Dean

In order to find out more about how this work is going in schools, I reached out to Stephanie Dean, the vice president of strategic policy advising and a senior consulting manager at Public Impact. In that role, Dean is working with schools and districts to implement what they call “Opportunity Culture,” a way to re-organize schools into collaborative leadership teams.

This conversation has been lightly edited for clarity and length.

Tell us about Opportunity Culture. What’s the theory behind it, and what are you hoping to accomplish?

Opportunity Culture schools create high-pay, high-impact teacher leader roles. The cornerstone role in Opportunity Culture schools is the multi-classroom leader. Districts and schools must begin with very careful selection and design. They are selecting candidates who produce greater-than-expected student growth, and they’re also looking for competencies that are needed to lead adults and students. That’s the selection side.

On the design side, a school team creates a staffing model and a schedule that ensures each multi-classroom leader — who continues to teach in some way — has time during the day to work intensively with a small team of teachers. This means time to analyze data, plan instruction with the team, observe and offer feedback, and model and co-teach. The staffing model keeps the team size small to ensure the multi-classroom leader is able to provide the level of high-impact leadership that’s needed. We’re talking about a team of 3-8 teachers, similar to the standard we see in other professions.

Two things happen in this type of school staffing design. First, the school gains a powerful group of instructional leaders. They’re powerful in the sense that a multi-classroom leader shares accountability for their team’s student learning outcomes. They know the students, they’re working with them in small groups, they’re analyzing data, and they’re in the classroom helping teachers. This model helps create a sense of “being in it together,” and ensures teachers on the team are getting relevant coaching every day to help move their practice along.

The second thing that happens in this model is that a career path emerges for teachers. Too often teachers are forced to leave the classroom to pursue advancement in their careers. We know many of those teachers would stay in classrooms if there were some way to advance.

Multi-classroom leadership means taking on an essential role in your school’s leadership team for a very large pay increase. A multi-classroom leader will see their influence spread to more teachers and students, and in return the average pay supplement they earn is $12,000. The range nationally (among Opportunity Culture schools) is from $6,000 to $23,000. Those stipends are funded out of existing school budgets, so they’re designed to last, creating a meaningful job and a meaningful pay increase. That changes the way the profession looks today and the way it looks to prospective teachers as well. Continue reading

Misinformation About California’s Special Education Systems and Enrollment Trends Won’t Help the Fiscal Crisis

Many California school districts are in financial trouble. Teacher pensions consume an increasing share of K-12 spending, and inflexible collective bargaining agreements and declining enrollments stretch district budgets.

In this strained financial environment, some of the complexity of California’s school finance system is lost, leading to simplified analyses and incomplete solutions. Addressing the financial shortfall requires a comprehensive understanding of the many different ways funding works in the state.

cover of Bellwether report cover of Bellwether report

 

 

 

 

 

 

To that end, we released new issue briefs yesterday that provide needed context and clarity on important issues in the state: special education financing and school enrollment trends and facilities. These issues have become part of the financial policy debate, but there are misunderstandings that unnecessarily fan the flames of tension between traditional and charter schools. For example, misleading analyses of enrollment trends and their impact on district finances make it more difficult to accurately assess facilities needs for districts and charter schools. And, since charter schools often enroll fewer students with disabilities, many can mistakenly believe that they are not contributing their share to special education.

But this isn’t quite right. Our hope is that a sober examination of these systems will point to reforms that can help schools of all types better serve students.

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School Leaders Can’t Screw Up Like the Fyre Festival Organizers Did

This is the eighth blog post in our #SGInstitute series, led by our Strategic Advising practice on lessons learned from advising schools, networks, and districts on growth and expansion.

If you’ve heard anything about Fyre Festival, the failed luxury music event co-founded by Ja Rule and Billy McFarland, you have a sense of what a debacle it was. In May 2017 festival-goers arrived on the Bahamian island of Great Exuma expecting to spend a weekend enjoying live music, private cabanas, and gourmet catering; instead, they got prerecorded EDM, soggy tents, and cheese sandwiches. A few hours into day one, the festival was canceled and everyone went home. In the aftermath, two tell-all documentaries have been released, nearly a dozen lawsuits have been filed, and countless internet postmortems have exposed the salacious details behind the misadventure.

So what does the Fyre fiasco have to do with a school’s approach to strategic decision-making? What can school leaders learn from the Fyre founders’ mistakes? While there are many reasons Fyre Festival flopped (unchecked greed and blatant fraud chief among them), a common theme was the lack of strong decision making. It’s clear that the festival organizers didn’t have a process to regularly pause, review, and decide whether to move forward with the event.        

This process is also known as greenlighting, a core concept we cover with schools and networks looking to expand their impact. In our context, greenlighting refers to the process by which school leadership decides to move forward with plans to serve more students (or make other significant investments of time and resources). It is a tool to aid decision making. We have found that seasoned schools and networks use a greenlighting framework to honestly and iteratively answer two questions:

  • Are we ready to move forward with our plans to grow?
  • If yes, what are the key milestones we must hit to ensure success?

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