1. 0 ©2015 U.S. Education Delivery Institute Focus groups conducted: ▪ Teachers ▪ Board of education members ▪ Principals ▪ Union leaders ▪ Parents ▪ BPS staff members Individuals we interviewed: ▪ Dr. Brian Binggeli, Superintendent Schools visited: ▪ Roy Allen Elementary ▪ Cambridge Elementary ▪ Westside Elementary ▪ Tropical Elementary ▪ Jefferson Middle ▪ Westshore Junior/Senior High ▪ Cocoa High ▪ Bayside High To determine Brevard’s current capacity to achieve its goals for students, EDI gathered evidence from key stakeholders

2. 1. Measure Effective Teaching 2. Ensure High-Quality Data 3. Invest in Improvement 4. Implement Effectively Assign clear leadership Plan and timeline Monitor and problem-solve Engage stakeholders Set clear expectations Use multiple measures Take a balanced approach Monitor validity Ensure reliability Assure accuracy The capacity review summary for Brevard County Schools shows both areas of strength and opportunities for growth Make meaningful distinctions Prioritize support and feedback Use data for decisions at all levels Ensure strategic HR functionality Strong Weak

3. The diagnostic suggests that Brevard should focus on four key areas of work in the next several months Engage the field  Own the system, with all its imperfections  Re-shape the message around IPPAS to focus on its value as a tool to improve teacher practice and better student outcomes; communicate intentionally with stakeholders  “Walk toward the conflict,” starting with a release of a version of this report  Invite genuine two-way feedback while setting expectations about what will and will not change Strengthen systems for implementation  Develop an operational plan for the next three years of IPPAS implementation  The plan should specify clear feedback loops to track progress and establish protocols for regular review and continuous improvement (including stakeholder engagement efforts) Adopt core strategies to improve IPPAS  Increase the credibility of the system −Validating and communicating about measures for NTSG assessments −Clarifying what to do when a specific element is not observed −Clarifying or eliminating the technology element in the rubric  Further streamline the system to focus on instruction −Improving alignment of rubric with CCRS (consider TNTP core-teaching rubric) −Clarifying the requirements for informal observations −Adding student look-fors  Redouble the focus on principal capacity −Establishing more PD and PLCs for principals to norm their practices, particularly in observing aligned instruction and giving feedback −Identifying and highlighting bright spots for building leadership