Memo from the Boss

Denver superintendent Tom Boasberg’s vision for giving more power to schools, annotated

PHOTO: Wesley Wright
Denver Public Schools Superintendent Tom Boasberg visits a district summer camp in 2016.

Denver Public Schools, the largest school district in Colorado, is striving to be more decentralized and less top-down. More than a year after the school board granted school leaders more autonomy, Superintendent Tom Boasberg has penned a document detailing how he envisions the district should function under that philosophy.

“The purpose of this document is to try to make clear in one coherent framework how all these pieces fit together,” he said. “We’ve been saying that the school is the unit of change. We wanted to take the time to say, ‘What do we mean by that?’”

What follows is the full text of the document. We’ve annotated it with comments and explanations from Boasberg, and links to our previous coverage and other sources. Click on the highlighted passages to read our annotations.

EQUITY AND EMPOWERMENT:
THE SCHOOL AS THE UNIT OF CHANGE
October 2016

In order to meet our goals of student growth and achievement under the Denver Plan, we believe it is essential that we empower our educators at all levels to act and lead under a theory in which the school is the key unit of change. School leaders and their teams, working with their communities, should have a strong ownership of all that happens within their buildings, encouraging innovation, flexibility and differentiation at our schools to meet the needs of the students and close gaps in student achievement in each school. To complement this, the district should play a leading role in establishing performance expectations, leading research and development, sharing best practices, coaching and support of school leaders, and ensuring that in all respects our actions and practices promote greater equity among our students.

A. SCHOOL EMPOWERMENT

We believe that effective teaching drives student achievement and that effective leadership is critical to attracting, retaining, and developing great teachers. We believe that empowering our school leaders will help us attract and retain the most talented leaders and teachers who will drive growth among our students. Our school leaders, working collaboratively with their parents, teachers and leadership teams, should have ownership of what goes in their schools – a sense of efficacy and urgency, a conviction that they have the opportunity to set vision, strategy, and priorities for their school. In so doing, they should be encouraged to re-imagine and innovate to challenge the status quo.

In order to set and implement the vision, strategy and priorities for their school, our school leaders should have the authority to:

  • Define the unique vision and mission of each school, working with the school’s community;
  • Lead engagement with parents and the broader school community;
  • Establish the critical priorities for the school based on their root cause analysis of the challenges facing the school, with a particular focus on equity and closing gaps within the school;
  • Make personnel decisions about school staff (hiring/non-renewal);
  • Choose and develop the instructional expectations, practices and systems within the school, consistent with overarching district vision and Colorado Academic Standards. This would include choice of curriculum, implementation of professional learning for teachers and school staff, and use of data and progress monitoring systems to ensure all students access grade level material and are on track to meet graduation requirements;
  • Establish the culture and behavioral norms and expectations for adults and students in the school, with a focus on inclusion, respect, and equity and consistent with district-wide expectations and shared core values;
  • Establish systems for supporting social, emotional, mental and physical health of students;
  • Define the use of time in the school;
  • Align school budgets to the above choices on school priorities through our student based budgeting system.

B. ROLE OF THE DISTRICT

In this construct, what then is the role of the district and the principal’s supervisor, the instructional superintendent?

The starting point of the discussion is that the default is that decisions are made at the school level. When a decision or policy is not reserved for the school level, there needs to be a compelling reason why not.

In short, the main role of the district is to recruit and develop talent at every level and in particular to ensure that school leaders have the skills, knowledge and support they need to lead their schools successfully.

In addition, it is the role of the district to:

Ensure Equity. The district has a vital role in establishing expectations and practices to ensure equity for all students, especially those with the greatest needs and least privilege — our students of color, those from lower-income families, English-language learners, and students with special needs. Experience has painfully shown us the need for clarity in such expectations and practices and the cost to students of their absence. We live in a society where differences in privilege and social capital often work to perpetuate in our schools the inequities in our society, and the district has a fundamental leadership role in driving and ensuring equity in all we do.

Equity issues can involve both inter-school issues such as resource allocation, boundaries, enrollment systems, and transportation and intra-school issues such as personnel decisions, discipline, culturally responsive education, and access to rigorous classes. Where practices or actions at the school or district level exacerbate inequities, the district must ensure changes are made.

Establish a Vision of Excellence and Performance Expectations. In order to drive improvement across all schools, the district has the responsibility for defining excellence – both in terms of what excellence in classroom instruction looks like as well as what student performance goals we are setting for ourselves. While under our approach the district is generally loose on inputs, the district is tight on outputs – what the performance expectations are for schools, educators, and students. Setting clear performance expectations and a system of performance accountability aligned to such expectations is an important role of the district, as is offering the supports that help schools, educators and students meet and exceed such performance expectations.

Drive R&D and Differentiated Professional Learning. To provide such supports, the district should be responsible for researching and spreading effective practices and promising innovations (including best- in-class curricula and assessment and instructional methods). The district also should provide professional learning to enable educators to master these practices, generally by supporting the delivery of professional learning at the school level and at times on a direct basis to teachers.

At times, when leading a major change management effort, the district may require all schools to participate in a particular initiative in order to establish a common base of learning or practice across schools (e.g., full-day preschool and kindergarten, ELA training, early literacy, teacher leadership and collaboration). Generally, however, schools have the opportunity to opt-in to district-provided professional learning.

There is a critical difference here between our approach and that seen in most successful charter management organizations (as well as private sector entities of similar scale). In those successful CMO’s, schools and school leaders generally have little flexibility or choice regarding instructional strategies, assessments, professional learning, or progress monitoring tools. In our system, school leaders do have the choice to accept district-recommended offerings in these areas or choose alternative offerings.

We believe that giving school leaders such choice will stimulate competition among support alternatives both inside and outside the district, and such competition will improve the quality of both district and third-party offerings. Giving school leaders these choices is also designed to address long-held concerns in both schools and the public about the quality of the district’s supports. It also furthers school-level empowerment and ownership of critical decisions. In order for the district to offer high-quality supports, the district does not expect to have the ability to support more than its recommended offering in matters such as curriculum and assessment. Schools choosing alternative offerings, therefore, will generally have to obtain supports from third parties or through their own internal capacity and will be provided with funds to do so, in an amount equal to the school’s pro rata share of the per-pupil cost of the district’s offering.

Stimulate Innovation. As part of its R&D role, the district should also seek to stimulate innovation by researching, resourcing and supporting innovative change efforts. While a critical part of supporting innovation is the freedom to innovate at the school level, equally important is the district’s role in researching innovative practices and supporting schools through approaches like investments in innovative practices and cohorts who work together to develop, refine, and implement such practices.

Lead Talent Development and Mapping. In order to develop the best leaders across schools and to ensure our best leaders are working with our students who have the greatest needs, the district has a role in both recruiting and developing leaders over a long-term horizon and mapping leadership talent across schools. This is one of the most important jobs of the instructional superintendents, both individually and collectively, and includes the shaping of leadership growth paths, evaluations of principals, planning for succession, and recommendations on hiring and non-renewal of principals.

Manage Economies of Scale and Inter-School Issues. The district also can supply economies of scale or assistance to principals in operational matters (like student safety, purchasing, recruiting or transportation), where expecting each school to perform the function for itself could lead to significant additional expenses or decreases in quality. Nevertheless, the power of school leaders to seek alternative providers for many support services provides an important check on assumptions by the district about the quality or cost-effectiveness of its supports. Likewise, where issues necessarily involve multiple schools (e.g. enrollment, transfers, and feeder patterns), the district plays a leading role.

Meet Legal Obligations. Education like medicine is one of the most heavily legislated and regulated areas of our economy with significant risks and penalties for failure to fulfill legal obligations. The district has a responsibility to be aware of its legal, contractual and regulatory obligations and to ensure that those obligations are fulfilled at the district and school levels.

C. ROLE OF INSTRUCTIONAL SUPERINTENDENT/NETWORKS

Role of IS. As is clear from the above list of what we are empowering and expecting our principals to take on, the diversity and level of skills a principal needs is extremely high. No principal, and especially a new principal, is likely to have all such tools in their toolkit from day one and will be constantly learning and strengthening this wide range of skills. And our data is clear that, in order to close our achievement gaps, our principals and teachers must perform with a very high level of professional skill.

Therefore, the most important role of the instructional superintendent (each of whom has been a successful principal) is to coach and grow principals to master the diverse skills they need. This comes generally in the form of strategic planning guidance, school visits, joint observations of instructional practices and systems, analysis of student data, and reflective coaching conversations. Just as we expect our principals to be empowered to lead their schools and be accountable for the growth of their students, so our IS’s need to be empowered to lead their networks and be accountable for the performance of students in their networks.

In their leadership of networks, the IS is responsible for facilitating peer-to-peer learning among principals. Networks play an important role in the sharing of successful practices, as well as professional and personal supports for principals.

As discussed above, the IS also has the primary duty of assessing and growing the level of leadership talent in the school among all the school’s leaders.

Finally, an IS can help principals navigate district support systems, as needs for supports (such as IT, HR, facilities) generally cut across multiple schools. In this role, the IS plays an important policy role at the district level in influencing how support systems are designed and how services are provided.

Direction. In a system of empowerment where schools are the unit of change, an important issue to address head-on is where should a principal’s supervisor, the IS, go beyond coaching and advice to direct or order a principal to take or not take a particular action. Direction by an IS should not be the norm; coaching and empowerment of principals should be the norm. Nevertheless, if coaching does not produce changes in actions/behaviors, there are times where an IS should be directive.

Two important guidelines should be a central part of this conversation. First, only an IS should give direction to a principal so there are clear lines of authority and accountability. While coaching resources from the district such as network partners are vital, these resources are strictly coaching resources. They should not be directive. Second, it would be expected that direction from an IS should be more infrequent with veteran principals or with principals leading higher performing schools.

So, when, if coaching fails to produce changes, should an IS be directive? Several situations come to mind:

  • When school practices are causing or perpetuating significant inequities for students – e.g., disproportionalities in discipline, lack of culturally responsive educational approaches, lack of access to rigorous course opportunities, high numbers of students referred to center programs, failure to provide services and accommodations to students with disabilities;
  • When a school is demonstrating significant deficiencies in critical practices or systems that are leading to poor student outcomes, especially over a sustained period of time – e.g., instruction of English language learners, lack of observation and feedback or use of progress monitoring data, lack of student-centered instructional practices;
  • When schools are not fulfilling legal obligations or are otherwise at risk of breaching public trust (e.g., IDEA or ELL obligations, breakdowns in financial management, or poor parent and community relations);
  • When school-level decisions are materially inconsistent with high-priority district-wide systems such as student discipline, diversity in hiring, or personnel evaluation;
  • When a school-level decision creates significant health and safety risks.

D. TWO FINAL FACTORS

Finally, in looking at the distribution of decision-making authority between schools and the district, two additional factors are important to consider:

o Clarity. As important as determining the balance between school and district decision- making authority is the paramount importance of clarity. A theoretically better-balanced system that does not provide clarity to its participants will almost certainly perform worse than a system with greater clarity of decision-making rights. Therefore, it is very important that we seek to make decision-making rights and responsibilities as clear and as straightforward as possible.

o Transaction Costs. Any system should strive to minimize transaction costs. For example, a system that gives school leaders flexibility to opt in or out of district supports at a very granular level (e.g., pay-per-use of district supports) or to require significant customization of district-provided services is likely to impose significant transaction costs. While some transaction costs are certainly going to be part of our growth and implementation of greater school-level decision-making authority, we should be very conscious of the resources we invest in such transaction costs that might be better spent in direct provision of services to students.

The votes are in — again

Incumbent president holds on in Denver teachers union election recount

Henry Roman, president of the Denver Classroom Teachers Association

The president of the Denver teachers union will hang onto his position, according to results of a mandatory recount.

Henry Roman, head of the Denver Classroom Teachers Association, held off challenger Tommie Shimrock, a middle school teacher and leader of a slate of progressive, social justice-oriented candidates, according to the union.

Initial results announced last month showed Roman with 906 votes to Shimrock’s 857. The margin was within the 3 percent threshold for an automatic recount.

The recount, conducted Friday night, changed little, according to a union announcement: Roman finished with 905 votes to Shimrock’s 855.

Still, the progressive slate — which grew out of a new caucus within the union — took four of the seven union leadership seats in play, including vice president.

Roman and his allies ran on a platform that the union has been making progress in better engaging members, challenging Denver Public Schools in court and turning out large numbers for contract bargaining.

The challengers portrayed the establishment as ineffective in battling a “corporatist” district agenda, unsuccessful in influencing school board elections and inadequate in addressing broader social justice issues.

she said - he said

Colorado U.S. Sen. Michael Bennet: DeVos ‘wrong’ about school choice in Denver

U.S. Sen Michael Bennet (Denver Post photo)

U.S. Sen. Michael Bennet of Colorado on Thursday fired back at U.S. Secretary of Education Betsy DeVos for her criticism of Denver Public Schools’ nationally recognized school choice system.

The Democrat took to Twitter to challenge DeVos’s implication that choices in Denver are lacking because students may not use private school vouchers or don’t have enough charter schools from which to choose.

Bennet was superintendent of DPS before being appointed to the Senate in 2009. Under his leadership, the urban school district launched a series of school reforms that remain in place today.

More than a quarter of the district’s schools are charter schools, which receive public tax dollars but are run independently of the school district.

During her confirmation process, Bennet invited DeVos to Denver to see how the city has embraced school choice and innovation.

Earlier this month, DeVos singled out Denver for providing transportation to some students who choose a school within certain regions. But in a speech Wednesday, she chastised the city’s choice polices after its choice system was ranked No. 1 in the nation by the Brookings Institution.

“The benefits of making choices accessible are canceled out when you don’t have a full menu of options,” she said, pointing to New Orleans as a better example of the choice ecosystem she’d like to see. “Choice without accessibility doesn’t matter. Just like accessibility without choices doesn’t matter. Neither scenario ultimately benefits students.”

DPS Superintendent Tom Boasberg also challenged DeVos’s characterization, pointing to the district’s efforts to hold all schools, charter and district-run, to the same enrollment rules and accountability systems.

In a follow-up tweet, Bennet said his invitation for DeVos to visit Denver still stands.