WHO ARE WE? We are a corporate foundation established in 1984 by an endowment from the Matsushita Electric Corporation of America, which is the parent company of Panasonic, Technics, and Quasar. WHAT IS OUR MISSION? Our mission is to help public schools and school districts improve learning for all students so that they may use their minds well and become productive, responsible citizens.

Why is the Panasonic Foundation Unique? It is aimed at systemic, system- level restructuring It is long term (5-10 years) vs short term (1-3 years) It provides direct technical assistance vs grants Each partnership is built on collaborative structures involving multiple stakeholder groups

Corpus ChristiPasco County Allentown Lancaster Cincinnati Public Schools Northern New Mexico Network or Rural Education & NM Dept of Ed Hayward Unified School District Boston Norwalk-LaMirada Unified School District San Diego Public Schools Broward County Santa Fe Norfolk Columbus Public Schools Flint Public Schools Current Graduates Highline Minneapolis & MN Dept of Ed Racine Atlanta Norristown Seattle Miami-Dade Baton Rouge Englewood & NJ Dept of Ed Learning by Doing: Panasonic Partnerships and Systemic School Reform by Terry Clark and Richard Lacey (St. Lucie Press, 1997) Strategies looks at district-level reform issues and is published in collaboration with the American Association of School Administrators. Learning From Each Other: Questions & Answers About the Clark, Panasonic, and Rockefeller Foundations’ Long-Term Investment in Systemic School Reform By Robert A. Kronley (Grantmakers for Education, 2000).

Essential School System Purpose and Responsibilities The essential purpose of school systems is to educate all students to high levels through high quality instruction: All Means All. Based on this purpose, school systems must fulfill eight responsibilities: 1. Clarify and promote the core value that all students can and will learn at high levels; 2. Ensure a culture and climate of care, commitment, and continuous improvement; 3. Establish high learning standards and promote standards-based teaching and learning so that all students learn at high levels; 4. Establish clear and explicit performance expectations for all system personnel to support all students meeting the standards; 5. Ensure that all system personnel have the capacity to meet the performance expectations; 6. Allocate fiscal and material resources to support the system’s essential purpose and core value; 7. Implement a shared-accountability system that holds students, staff, and the system itself accountable for all students meeting high standards; 8. Engage in advocacy, coalitions and other significant relationships at the local, state and national levels so that the system can achieve its essential purpose and core value.

5.c.Does the system provide high-quality instructional leaders for all classrooms in all schools? How? How well? 1. District and school staff describe instructional leadership not only in terms of an individual or individuals, but as a set of behaviors that include deep content knowledge, a shared picture of effective teaching and learning, and modeling and inspiring improved instruction among colleagues.

5.c. Does the system provide high-quality instructional leaders for all classrooms in all schools? How? How well? 2. The district and individual schools are continually seeking to identify, develop, and nurture instructional expertise:  Principals are expected and trained to be instructional leaders. They are enabled to spend a significant portion of each day in classrooms, coaching for improved instructional practice.  Central office staff who directly support and supervise principals and teachers are constantly developing their understanding of content knowledge, effective instructional practices and strategies for how to promote such knowledge and skills in others.  Cadres of teacher leaders are developed to increase the level of instructional support to classrooms.

5.c. Does the system provide high-quality instructional leaders for all classrooms in all schools? How? How well? 3. Principals, teachers and staff are seen designing and conducting professional development activities, modeling lessons in colleagues’ classrooms, serving as data analysis coaches, and encouraging colleagues to hone their instructional craft.

5c.Does the system provide high- quality instructional leaders for all classrooms in all schools? How? How well? 4. The district and teacher union collaborate on multiple supports that build the capacity of new teachers, including orientation, guidance during the opening days of schools, mentoring and coaching programs, and training.