Administrative Organization Committee District benchmarking: Case studies January 12, 2012

Admin Org_Pre Read-vF.pptx 1 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Agenda for 1/12 meeting of Administrative Organization committee Approval of minutes from 1/5 meeting Update on work from past week Review of new material District case studies Discussion Alignment on agenda for 1/19

Admin Org_Pre Read-vF.pptx 2 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Reminder: Aspirations for administrative structure Revised based on discussion at 1/5 meeting Premium is placed on equal, accessible, high-quality education for all students Places management decision-making close to students, so unique needs are met Keeps schools connected to local community Enables effective use of innovation in delivery systems Enables district to make district-wide changes when needed Efficient use of resources; keeps spending on management to minimum needed to be effective Enables district to attract top talent Connects schools that serve the same children over time (feeder patterns) enabling PK-12 coordination and accountability Enables senior management to make informed decisions on principal evaluation and gives them flexibility in compensating, promoting and exiting principals Connects schools with similar challenges, enabling both peer learning and specialized support from the district Allows for some degree of choice Ensures governance structure is responsive to county and creates a sense of community ownership

Admin Org_Pre Read-vF.pptx 3 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Case study introduction We conducted interviews with three district leaders this week: Deputy Superintendent of Montgomery County Public Schools (MD) Chief Academic Officer of Prince George's County Public Schools (MD) Former Chief Area Officer of Chicago Public Schools We focused our interviews on better understanding: The rationale for the current district structure The processes used to complement the district structure The degree to which the current design addresses the TPC aspirations The impact of their design, and any refinements they are considering for the future

Admin Org_Pre Read-vF.pptx 4 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Case study context Montgomery County Public Schools Prince George's County Public Schools Chicago Public Schools Merged Shelby County Schools weighted avg. Total students 114,064126,671409,279149,047 Number of schools Total teachers 11,673~9,00021,32010,342 Total non-teaching staff 10,556~9,00019,3587,831 Per-student $ $15,181 $13,612 $11,536 $10,629 Size – land area % Free/Red. Lunch 31%53%86%70% % Special Needs 12%11%13%16% Graduation rate 89%79%74%78% Sources: Maryland State Report Card; Illinois State Report Card; Tennessee State Department of Education; BCG analysis

Admin Org_Pre Read-vF.pptx 5 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Organizational structure of case study districts Montgomery CountyPrince George's CountyChicago Superintendent Community Superintendent Deputy Super. of Schools Chief School Performance Officer Principal x6 Superintendent Associate Superintendent Deputy Superintendent Chief Academic Officer Principal x3 Instructional Director x12 Chief Executive Officer Chief of Schools Chief Education Officer Chief of Leadership Development Principal x19 Chief of Instruction

Admin Org_Pre Read-vF.pptx 6 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Montgomery County Public Schools (I) Key elements of administrative organization design Governance Organization Organized by geography into 6 communities, led by Community Superintendents Entire feeder pattern grouped in same community Community Superintendents paired with performance directors with complementary backgrounds (e.g. Community Superintendents with elementary background paired with directors with high school background) District governed by an elected school board 7 elected board members + 1 student member 5 members elected by their district, 2 at-large

Admin Org_Pre Read-vF.pptx 7 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Montgomery County Public Schools (II) Key elements of administrative organization design Management Recent changes Division of roles Connecting similar schools Community engagement Community Superintendents hire and support principals, monitor performance data, ensure consistency Central office provides most support functions, sets high over-arching expectations Professional Learning Communities bring together all high school and middle school principals every month, elementary principals every other month High-poverty schools supported by Title 1 staff, have smaller class size, extended year Geographic organization of zones enables connection to local communities Administrative department dedicated to family and community partnership ~20 years ago, transitioned away from a model with strong Area Superintendents – (included curriculum support, operational support at the community level), largely for financial reasons Currently looking to bring back some support roles to the community level (but not to the extent of the previous Area model)

Admin Org_Pre Read-vF.pptx 8 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Prince George's County Public Schools (I) Key elements of administrative organization design Governance Organization Organized first by grade level, with turnaround schools managed separately 3 Associate Superintendents manage 12 instructional directors who support principals each 1 Assoc. Superintendent focuses on high school for entire district, other 2 split elementary by geography District governed by an elected school board 9 board members elected from districts, plus one student member Many forms over time– in past few years state disbanded school board, then reinstated it on an appointed basis, and recently reinstated elected board

Admin Org_Pre Read-vF.pptx 9 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Prince George's County Public Schools (II) Key elements of administrative organization design Management Changes over time Division of roles Connecting similar schools Community engagement Attempt to mix low and high performing schools within clusters, to encourage sharing of best practices, have "models of excellence" within each cluster 3 Associate Superintendents also lead district-wide reform initiatives (e.g. college- going culture) Principal evaluations include community engagement component Many small municipalities in the county; very typical for Principals to be connected directly with local elected officials This year, transferred 50% of budget ownership to principals Encourage principals to innovate, adjusting staffing and scheduling to meet goals Due to budget reasons, last year cut 1,300 administrative positions, mostly in central supports In past year, reorganized to address budget concerns and desire for more ownership at school level Currently evaluating if blanket autonomy is right, or if autonomy should be earned Also working now to build 2-3 specialized academies within each high school to encourage more students to attend their neighborhood high schools. Have legacy optional schools but current focus is specialized programs within traditional schools

Admin Org_Pre Read-vF.pptx 10 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Chicago Public Schools (I) Key elements of administrative organization design Governance Organization 19 networks (14 elementary and 5 high school) organized geographically, led by chiefs of schools Networks roll up into 5 collaboratives that include all schools within a geographic area from elementary to high school District governed by mayoral control since members on the school board, all appointed by the mayor Additionally, local school councils (LSCs) are elected bodies that support each school, and are responsible for selecting principals, approving school budget

Admin Org_Pre Read-vF.pptx 11 Draft – For discussion only Copyright © 2012 by The Boston Consulting Group, Inc. All rights reserved. Transition Planning Commission Chicago Public Schools (II) Key elements of administrative organization design Management Changes over time Division of roles Connecting schools Community engagement Given recent reorganization, professional learning communities have not yet formed; intention is to do so Cabinet-level community engagement position, supported by one director in each of the 19 networks Local school councils offer formal structure for community engagement The 19 chiefs of schools are responsible for managing and supporting principals The 5 collaboratives host support centers providing facilities, operations, and technology services July 2011 reorganization: reduced formerly heavy middle layer, with chief area officers acting as superintendents of their own sub-districts, and supported by a large staff dedicated to that area –Had resulted in inconsistencies across the district and redundancies of work Centralized key support functions, and decentralized professional development, some curriculum