Description
On this paper talk meeting the turnaround challenge whos developing capacity.
MEETING THE TURNAROUND CHALLENGE
Who’s Developing Capacity? Who’s Developing Capacity?
Profiles of organizations creating
new capacity for turnaround
Strategies, Resources & Tools to transform a framework into practice
July 2009
Turning around schools and districts requires high
The Meeting the Turnaround Challenge series of documents includes:
g g
capacity policymakers and practitioners. Current staff
and board members often need additional professional
development, and some school systems need an influx
of new talent to work in their schools and district offices.
A variety of organizations focus their work exclusively on
b ildi th t l t l f l h k i h i ll
Executive Summary
Partnership Zones: Using school turnaround as the entry point for
real reform – and reinventing the district model in the process
A New Partnership Paradigm: Developing strong partnerships to
tackle turnaround – and increase capacity in public education
building the talent pool of people who work in chronically
low-performing schools.
This document will help answer the following questions:
Which organizations are working to build capacity
for turnaround?*
At the Ground Level: School Transformation in Action
Compilation of dozens of other tools, templates and resources to
help implement a turnaround strategy
The reports and related Research & Development were generously
for turnaround?
How are organizations building school and district
leadership capacity?
What has been the impact of these programs?
Copyright © 2009 by the Mass Insight Education and Research
Institute. Permission granted to the original recipient to copy this
document, or sections of this document, without alteration or removal
of this copyright notice, solely for non-commercial use with
acknowledgement to the copyright holder.
funded by the Bill & Melinda Gates Foundation.
* The organizations profiled are a sample of the capacity building field.
Other organizations, not profiled, may support this work as well.
Building Excellent Schools
Website:http://www.buildingexcellentschools.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Boston, MA
Districts/Sites of Interest: Boston, New York City, New Orleans, Washington, D.C.
Impact: Impact:
BES has worked with 90% of Massachusetts charter schools
BES fellows have founded 34 charter schools nationwide
Program:
Building Excellent Schools (BES) seeks to build and support high quality charter schools. Through a one year
training program, BES fellows develop charter school management skills and complete a residency in a high-
performing charter school.
BES also supports alumni with charter school application creation and matching Teach for America alumni
with leadership positions in BES fellow-founded schools.
During the one year fellowship program, participants are paid a competitive salary as they undergo intensive
training that includes visiting high-performing charter schools across the country, charter school proposal
development and a residency
2 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
development, and a residency.
* Information subject to change as organizations adjust strategies and expand efforts.
Education Pioneers
Website:http://www.educationpioneers.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Oakland, CA
Districts/Sites of Interest: California’s BayArea, Boston, Chicago, Los Angeles, Metro-WashingtonD.C., New Districts/Sites of Interest: Californias Bay Area, Boston, Chicago, Los Angeles, Metro Washington D.C., New
York City
Impact: p
Provides ongoing support for fellows in over 100 school districts and education organizations
Alumni network currently includes 400 individuals
Two out of three Education Pioneers alumni continue on in the education field
Program continues to expand in key districts
Program:
Education Pioneers is building a network of high quality education staff to transform urban education in
districts, state education agencies, and educational organizations. Top graduate students are recruited for
thi d ti i t i i t hi ith t i ti di t i t this program, and participate in a summer internship program with a partner organization or district.
The multi-disciplinary cohorts of fellows learn how to use their particular skill sets to benefit an urban
education organization. Along with a full-time ten week internship, fellows participate in professional
development training and networking events.
3 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
Education Resource Strategies
Website:http://www.educationresourcestrategies.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Watertown, MA
Districts/Sites of Interest: Albuquerque Baltimore Boston Chicago Cincinnati Los Angeles NewYork City Districts/Sites of Interest: Albuquerque, Baltimore, Boston, Chicago, Cincinnati, Los Angeles, New York City,
Providence, Rochester, St. Paul, Washington, D.C., amongst others
Impact:
P
Impact:
ERS has worked, or is currently working with, eleven districts
Program:
Education Resource Strategies (ERS) is an organization that works with leaders of urban school districts to
analyze how district and school-level resources are allocated. ERS staff and district leaders then determine
ways in which resources could be used more effectively and efficiently to support strategies that improve
instruction and performance.
ERS’s approach uses action research to support district leaders, while working alongside them to apply
diagnostic analyses and tailor strategies to improve their district.
While ERS is not directly building the capacity for turnaround (by creating new leaders/experts), the indirect
work with current school and district staff is an extremely valuable addition to the turnaround field by
4 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
enhancing the capacity of those already in the sector.
* Information subject to change as organizations adjust strategies and expand efforts.
The Broad Foundation
Website:http://www.broadfoundation.org
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Los Angeles
Districts/Sites of Interest: Charlotte-Mecklenburg, Chicago, Denver, Houston, Long Beach CA, Los Angeles,
Massachusetts, Michigan, New Orleans, Los Angeles, New York City, Oakland, Pittsburgh, Prince George’s
C t MD W hi t DC t th County MD, Washington, D.C., amongst others
Impact:
Graduates of the various Broad programs assume roles in school district administrative offices and have
demonstrated significant growth in raising student achievement in both math and language arts, as well as
Program:
The Broad Foundationtrains urban educationleaders to improve student achievement and district
g g g g g ,
improving district operations.
The Broad Foundation trains urban education leaders to improve student achievement and district
operations. In the past decade the Broad Foundation has allocated nearly $400 million to enhance student
growth, teacher efficacy, and school leadership.
The Broad Residency places high-capacity project managers in urban districts to bring additional resources,
best practices, and reforms to districts. The two-year leadership program focuses on professional
development, networking, and systemic district reform.
The Broad Superintendent’s Academy is housed within The Broad Center for the Management of School
Systems and acts as an executive training program for current superintendents.
The Broad Prize is awardedannuallyto a large urban school district demonstratingsignificant improvement
5 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
The Broad Prize is awarded annually to a large urban school district demonstrating significant improvement
in student learning.
* Information subject to change as organizations adjust strategies and expand efforts.
The Mind Trust
Website:http://www.themindtrust.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters Location: Indianapolis
Districts & States of Interest: Indianapolis and national
Impact:
The first Fellow was selected in May 2008
The second cohort included 3 new Fellows and was announced in December 2008
The third cohort will sponsor 3 Fellows and will be selected in November 2009
Program:
The Mind Trust’s mission is based on the belief that if strong educational ventures are concentrated within
one location, student performance will increase, and will then force change across the educational system.
The organization initiallysupporteda variety of educational programs within Indianapolis but recently The organization initially supported a variety of educational programs within Indianapolis, but recently
expanded to also incubate new organizations and support educational entrepreneurs.
The Education Entrepreneur Fellowship provides a select group education leaders with a salary, benefits,
training, a travel budget and additional support from a mentor/champion to launch transformational
initiatives. Fellows launch their programs both in Indianapolis and in a location of his/her choosing. This p g p g
concentrates new efforts in Indianapolis, while also ensuring that the ventures are scalable in other
locations.
The Mind Trust has also launched a Venture Fund which helps bring national education pioneers to
Indianapolis. To date, the organization has helped recruit and sponsor programs such as College Summit,
f
6 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
Diploma Plus, The New Teacher Project, and Teach for America.
* Information subject to change as organizations adjust strategies and expand efforts.
New Leaders for New Schools
Website:http://www.newschools.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters Location: New York City
Districts/Sites of Interest: Baltimore California's BayArea Charlotte NC Chicago Memphis TN Milwaukee Districts/Sites of Interest: Baltimore, Californias Bay Area, Charlotte NC, Chicago, Memphis TN, Milwaukee
WI, New Orleans, New York City, Prince George's County MD, Washington, D.C.
Impact:
In 2001, the first cohort included 13 school leaders
In 2006, the number of alumni was 427
NLNS' goal is to train 700 new leaders by 2009
Program:
New Leaders for New Schools (NLNS) seeks to improve educational achievement of urban students by
attracting, supporting, and retaining high-quality school leaders. All school leaders in this program have prior
teaching experience – about half come from districts in which NLNS partners, and half are from elsewhere –
including leaders with backgrounds in schools, universities, companies, non-profit organizations, and g g , , p , p g ,
foundations.
Each school leader attends a 5-week intensive summer training session and then completes a one-year
residency working with an experienced mentor principal. Ongoing support is provided upon completion of the
residency. Schools run by NLNS leaders have shown impressive academic gains.
7 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
NewSchools Venture Fund
Website:http://www.newschools.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: San Francisco and Boston
District/Sites of Interest: 3rdfund focuses on: Chicago, Los Angeles, NewOrleans, NewYork City, Oakland District/Sites of Interest: 3rd fund focuses on: Chicago, Los Angeles, New Orleans, New York City, Oakland
CA, Washington D.C.
Impact:
1st fund: 9 non profit andfor profit ventures 1st fund: 9 non-profit and for-profit ventures
2nd fund: 12 Charter Management Organizations (CMOs)
3rd fund: primary focus on above districts
Program:
NewSchools Venture Fund (NSVF) is a national organization dedicated to improving achievement of all
students, but particularly those underserved in urban areas, through their support and creation of
educational entrepreneurs. NSVF raises capital to find and invest in promising educational entrepreneurs,
helps bring new organizations to scale, and connects leaders with public school systems.
The current fund is being used to invest in the following areas: development of charter management
organizations, alignment of school support organizations that provide additional infrastructure to schools,
creation of systems and tools to enhance accountability and performance, and the support of ventures that
seek to provide high-quality teachers, administrators, and entrepreneurial management to public school
systems.
8 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
systems.
* Information subject to change as organizations adjust strategies and expand efforts.
The New Teacher Project
Website:http://www.tntp.org
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters Location: New York City
Di t i t /Sit f I t t 70 i iti ti i 28 t t Districts/Sites of Interest: 70 programs or initiatives in 28 states
Impact: Impact:
TNTP has trained or hired 33,000 teachers, benefiting 4.8 million students nationwide
Program:
The New Teacher Project (TNTP) provides school districts and states with a range of services to help
maximize the potential to provide students in high-needs schools with high-quality teachers.
TNTP differs from many traditional consulting groups by the highly collaborative nature of their approach,
ki l id t ff i di t i t ffi working alongside staff in district offices.
The organization helps districts create programs to attract high-quality teachers to hard-to-staff schools,
identify barriers in the district's hiring practices that make it difficult to staff these schools, and works on new
ways to better prepare, develop, and certify teachers for public schools.
9 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
Reform Governance in Action for Urban School Boards
Website:http://www.crss.org/rga-for-urban-school-boards.html
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Los Angeles and Houston
Di t i t /Sit f I t t A ti h CA Eli b th NJ H t Phil d l hi M hi T t th Districts/Sites of Interest: Antioch CA, Elizabeth NJ , Houston, Philadelphia, Memphis, Texas, amongst others
Impact:
Program:
pact
Almost 100 superintendents and school boards have been trained by Reform Governance in Action
Program:
The Broad-funded program is designed to develop the skills of elected school board members and
superintendents. Its three programs offer different levels of support based on board members’ level of
experience.
The Institute serves as an induction to urban school board membership.
The Alumni Institute provides a higher level of training through the use of case studies.
Reform Governance in Action, offered in partnership with the Center for Reform of School Systems, trains
urban teams of school boards and superintendents to develop policies and structures that will improve
operations management oversight and student learning
10 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
operations, management oversight and student learning.
* Information subject to change as organizations adjust strategies and expand efforts.
Teach for America
Website: www.teachforamerica.org
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: New York City
Districts/Sites of Interest: Over 1,000 schools in 34 regions, including: Atlanta, Charlotte NC, Chicago, Denver,
Houston, Indianapolis, J acksonville FL, Kansas City, Los Angeles, Memphis, Miami-Dade, Mississippi, New , p , , y, g , p , , pp,
Mexico, New Orleans, New York City, South Carolina, St. Louis, Washington D.C, amongst others
Impact:
6,200 corps members teaching in over 1,000 schools in 29 regions
Program:
6, 00co ps e be s teac g o e ,000sc oos 9 ego s
Since TFA's inception, 20,000 corps members have taught approximately 3 million students
66% of TFA alumni remain in the education field after their two years of service are complete
Program:
Teach for America trains and places high-quality recent college graduates in chronically underperforming
schools (both rural and urban). TFA provides training and on-going professional development to prepare
teachers for the school year. A rigorous five-week summer institute prepares new corps members for day-to-
day teaching (curricular planning, lesson plan creation, operations) and the potential high-stress
environment of most of the schools. TFA members receive a full salary, paid by the local school district, and y, p y ,
serve at least two years.
Applications to become Corps members have drastically increased and the program will place 4,100 new
teachers in schools for the 2009-10 school year (bringing the total TFA corps to 7,300). The organization
received over 35,000 applications for the approximate 4,000 openings and is able to launch a handful of
it i S t b 2009
11 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
new sites in September 2009.
* Information subject to change as organizations adjust strategies and expand efforts.
Teachers Network Leadership Institute
Website:http://www.teachersnetwork.org
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: New York City
Districts/Sites of Interest: California (multiple sites) Chicago Delaware Miami Milwaukee Virginia (multiple Districts/Sites of Interest: California (multiple sites), Chicago, Delaware, Miami, Milwaukee, Virginia (multiple
sites), and Wyoming
Impact: Impact:
TNLI has served over 1.5 million teachers, impacting nearly 40 million students nationwide
The level of policy involvement and impact varies by region
Program:
TNLI is a non-profit organization that seeks to improve student achievement in public schools by bringing
teachers into the policy discussions that impact them. TNLI believes that professional development and
action-research are key levers to improving student outcomes and provides training and resources on policy,
advocacy, research to teachers. ad ocacy, esea c to teac e s
TNLI focuses on bringing motivated teachers together to better understand the policy process and its
connection to implementation in the field. Teachers are provided a nominal stipend to support their
participation. The specific focus of the program varies by state/region.
12 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
Urban Education Institute
Website:http://uei.uchicago.edu/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Chicago
District/Sites of Interest: Chicago (and national)
Impact:
UEI partners with Chicago Public Schools to provide additional resources to struggling schools. UEI recruits
and trains teachers, administrators, researchers and policymakers to work with low-performing Chicago
schools.
Program: Program:
The Urban Education Institute at the University of Illinois at Chicago prepares teachers, school leaders,
researchers, and policymakers to transform urban education and expand educational opportunities for , p y p pp
disadvantaged students.
UEI’s EdDprogram in Urban Education Leadership features a small cohort of students, support throughout a
year-long internship, two-years of leadership support post-graduation, support during the principal job search
process, and a program based on a blend of research, theory, and hands-on practices.
UEI manages four University charter schools in Chicago, and incubates and supports additional Chicago
Public Schools.
The Urban Teacher Education Program prepares and supports teachers for placement in urban schools in
Chicago and across the country Also affiliatedwith UEI the Consortiumon Chicago School Research
13 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
Chicago and across the country. Also affiliated with UEI, the Consortium on Chicago School Research
informs public policy and practice with its work on school improvement efforts.
* Information subject to change as organizations adjust strategies and expand efforts.
UVA - Partners for Leaders in Education
Website:http://www.darden.virginia.edu/html/area.aspx?styleid=3&area=ple
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Charlottesville, Virginia
Districts & States of Interest: Broward Co. FL, Chicago, North Dakota, Philadelphia, Louisiana, Richmond VA,
Washington D.C., Wilmington DE, amongst others
Impact:
Alumni from the School Turnaround Specialist Program have demonstrated success in raising student p g g
achievement in their districts. Approximately 57% of schools from the first three cohorts met AYP targets or
reduced student failure rates in math and reading by at least 5%.
Program: Program:
PLE strives to develop effective school leaders by drawing upon practices typically used in business. This
program is a partnership between the UVA’s Darden School of Business and the Curry School of Education.
PLE offers two programs: the Executive Leadership Program for Educators which is designed for
administrators at the district or state level andthe School Turnaround Specialist Program which trains administrators at the district or state level, and the School Turnaround Specialist Program, which trains
principals and district leadership teams.
Both programs share the same core elements regarding effective practices, essential knowledge and skills,
and systems and processes. Many states and districts developing their own leadership training programs are
modeling those efforts on the UVA program.
14 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
modeling those efforts on the UVA program.
* Information subject to change as organizations adjust strategies and expand efforts.
* See our case study on McDaniel Elementary School to learn
more about how UVA’s work is implemented in the field.
doc_673678886.pdf
On this paper talk meeting the turnaround challenge whos developing capacity.
MEETING THE TURNAROUND CHALLENGE
Who’s Developing Capacity? Who’s Developing Capacity?
Profiles of organizations creating
new capacity for turnaround
Strategies, Resources & Tools to transform a framework into practice
July 2009
Turning around schools and districts requires high
The Meeting the Turnaround Challenge series of documents includes:
g g
capacity policymakers and practitioners. Current staff
and board members often need additional professional
development, and some school systems need an influx
of new talent to work in their schools and district offices.
A variety of organizations focus their work exclusively on
b ildi th t l t l f l h k i h i ll
Executive Summary
Partnership Zones: Using school turnaround as the entry point for
real reform – and reinventing the district model in the process
A New Partnership Paradigm: Developing strong partnerships to
tackle turnaround – and increase capacity in public education
building the talent pool of people who work in chronically
low-performing schools.
This document will help answer the following questions:
Which organizations are working to build capacity
for turnaround?*
At the Ground Level: School Transformation in Action
Compilation of dozens of other tools, templates and resources to
help implement a turnaround strategy
The reports and related Research & Development were generously
for turnaround?
How are organizations building school and district
leadership capacity?
What has been the impact of these programs?
Copyright © 2009 by the Mass Insight Education and Research
Institute. Permission granted to the original recipient to copy this
document, or sections of this document, without alteration or removal
of this copyright notice, solely for non-commercial use with
acknowledgement to the copyright holder.
funded by the Bill & Melinda Gates Foundation.
* The organizations profiled are a sample of the capacity building field.
Other organizations, not profiled, may support this work as well.
Building Excellent Schools
Website:http://www.buildingexcellentschools.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Boston, MA
Districts/Sites of Interest: Boston, New York City, New Orleans, Washington, D.C.
Impact: Impact:
BES has worked with 90% of Massachusetts charter schools
BES fellows have founded 34 charter schools nationwide
Program:
Building Excellent Schools (BES) seeks to build and support high quality charter schools. Through a one year
training program, BES fellows develop charter school management skills and complete a residency in a high-
performing charter school.
BES also supports alumni with charter school application creation and matching Teach for America alumni
with leadership positions in BES fellow-founded schools.
During the one year fellowship program, participants are paid a competitive salary as they undergo intensive
training that includes visiting high-performing charter schools across the country, charter school proposal
development and a residency
2 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
development, and a residency.
* Information subject to change as organizations adjust strategies and expand efforts.
Education Pioneers
Website:http://www.educationpioneers.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Oakland, CA
Districts/Sites of Interest: California’s BayArea, Boston, Chicago, Los Angeles, Metro-WashingtonD.C., New Districts/Sites of Interest: Californias Bay Area, Boston, Chicago, Los Angeles, Metro Washington D.C., New
York City
Impact: p
Provides ongoing support for fellows in over 100 school districts and education organizations
Alumni network currently includes 400 individuals
Two out of three Education Pioneers alumni continue on in the education field
Program continues to expand in key districts
Program:
Education Pioneers is building a network of high quality education staff to transform urban education in
districts, state education agencies, and educational organizations. Top graduate students are recruited for
thi d ti i t i i t hi ith t i ti di t i t this program, and participate in a summer internship program with a partner organization or district.
The multi-disciplinary cohorts of fellows learn how to use their particular skill sets to benefit an urban
education organization. Along with a full-time ten week internship, fellows participate in professional
development training and networking events.
3 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
Education Resource Strategies
Website:http://www.educationresourcestrategies.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Watertown, MA
Districts/Sites of Interest: Albuquerque Baltimore Boston Chicago Cincinnati Los Angeles NewYork City Districts/Sites of Interest: Albuquerque, Baltimore, Boston, Chicago, Cincinnati, Los Angeles, New York City,
Providence, Rochester, St. Paul, Washington, D.C., amongst others
Impact:
P
Impact:
ERS has worked, or is currently working with, eleven districts
Program:
Education Resource Strategies (ERS) is an organization that works with leaders of urban school districts to
analyze how district and school-level resources are allocated. ERS staff and district leaders then determine
ways in which resources could be used more effectively and efficiently to support strategies that improve
instruction and performance.
ERS’s approach uses action research to support district leaders, while working alongside them to apply
diagnostic analyses and tailor strategies to improve their district.
While ERS is not directly building the capacity for turnaround (by creating new leaders/experts), the indirect
work with current school and district staff is an extremely valuable addition to the turnaround field by
4 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
enhancing the capacity of those already in the sector.
* Information subject to change as organizations adjust strategies and expand efforts.
The Broad Foundation
Website:http://www.broadfoundation.org
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: Los Angeles
Districts/Sites of Interest: Charlotte-Mecklenburg, Chicago, Denver, Houston, Long Beach CA, Los Angeles,
Massachusetts, Michigan, New Orleans, Los Angeles, New York City, Oakland, Pittsburgh, Prince George’s
C t MD W hi t DC t th County MD, Washington, D.C., amongst others
Impact:
Graduates of the various Broad programs assume roles in school district administrative offices and have
demonstrated significant growth in raising student achievement in both math and language arts, as well as
Program:
The Broad Foundationtrains urban educationleaders to improve student achievement and district
g g g g g ,
improving district operations.
The Broad Foundation trains urban education leaders to improve student achievement and district
operations. In the past decade the Broad Foundation has allocated nearly $400 million to enhance student
growth, teacher efficacy, and school leadership.
The Broad Residency places high-capacity project managers in urban districts to bring additional resources,
best practices, and reforms to districts. The two-year leadership program focuses on professional
development, networking, and systemic district reform.
The Broad Superintendent’s Academy is housed within The Broad Center for the Management of School
Systems and acts as an executive training program for current superintendents.
The Broad Prize is awardedannuallyto a large urban school district demonstratingsignificant improvement
5 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
The Broad Prize is awarded annually to a large urban school district demonstrating significant improvement
in student learning.
* Information subject to change as organizations adjust strategies and expand efforts.
The Mind Trust
Website:http://www.themindtrust.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters Location: Indianapolis
Districts & States of Interest: Indianapolis and national
Impact:
The first Fellow was selected in May 2008
The second cohort included 3 new Fellows and was announced in December 2008
The third cohort will sponsor 3 Fellows and will be selected in November 2009
Program:
The Mind Trust’s mission is based on the belief that if strong educational ventures are concentrated within
one location, student performance will increase, and will then force change across the educational system.
The organization initiallysupporteda variety of educational programs within Indianapolis but recently The organization initially supported a variety of educational programs within Indianapolis, but recently
expanded to also incubate new organizations and support educational entrepreneurs.
The Education Entrepreneur Fellowship provides a select group education leaders with a salary, benefits,
training, a travel budget and additional support from a mentor/champion to launch transformational
initiatives. Fellows launch their programs both in Indianapolis and in a location of his/her choosing. This p g p g
concentrates new efforts in Indianapolis, while also ensuring that the ventures are scalable in other
locations.
The Mind Trust has also launched a Venture Fund which helps bring national education pioneers to
Indianapolis. To date, the organization has helped recruit and sponsor programs such as College Summit,
f
6 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
Diploma Plus, The New Teacher Project, and Teach for America.
* Information subject to change as organizations adjust strategies and expand efforts.
New Leaders for New Schools
Website:http://www.newschools.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters Location: New York City
Districts/Sites of Interest: Baltimore California's BayArea Charlotte NC Chicago Memphis TN Milwaukee Districts/Sites of Interest: Baltimore, Californias Bay Area, Charlotte NC, Chicago, Memphis TN, Milwaukee
WI, New Orleans, New York City, Prince George's County MD, Washington, D.C.
Impact:
In 2001, the first cohort included 13 school leaders
In 2006, the number of alumni was 427
NLNS' goal is to train 700 new leaders by 2009
Program:
New Leaders for New Schools (NLNS) seeks to improve educational achievement of urban students by
attracting, supporting, and retaining high-quality school leaders. All school leaders in this program have prior
teaching experience – about half come from districts in which NLNS partners, and half are from elsewhere –
including leaders with backgrounds in schools, universities, companies, non-profit organizations, and g g , , p , p g ,
foundations.
Each school leader attends a 5-week intensive summer training session and then completes a one-year
residency working with an experienced mentor principal. Ongoing support is provided upon completion of the
residency. Schools run by NLNS leaders have shown impressive academic gains.
7 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
NewSchools Venture Fund
Website:http://www.newschools.org/
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters: San Francisco and Boston
District/Sites of Interest: 3rdfund focuses on: Chicago, Los Angeles, NewOrleans, NewYork City, Oakland District/Sites of Interest: 3rd fund focuses on: Chicago, Los Angeles, New Orleans, New York City, Oakland
CA, Washington D.C.
Impact:
1st fund: 9 non profit andfor profit ventures 1st fund: 9 non-profit and for-profit ventures
2nd fund: 12 Charter Management Organizations (CMOs)
3rd fund: primary focus on above districts
Program:
NewSchools Venture Fund (NSVF) is a national organization dedicated to improving achievement of all
students, but particularly those underserved in urban areas, through their support and creation of
educational entrepreneurs. NSVF raises capital to find and invest in promising educational entrepreneurs,
helps bring new organizations to scale, and connects leaders with public school systems.
The current fund is being used to invest in the following areas: development of charter management
organizations, alignment of school support organizations that provide additional infrastructure to schools,
creation of systems and tools to enhance accountability and performance, and the support of ventures that
seek to provide high-quality teachers, administrators, and entrepreneurial management to public school
systems.
8 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
systems.
* Information subject to change as organizations adjust strategies and expand efforts.
The New Teacher Project
Website:http://www.tntp.org
Capacity Capacity
Builder Builder
Profiles Profiles
Headquarters Location: New York City
Di t i t /Sit f I t t 70 i iti ti i 28 t t Districts/Sites of Interest: 70 programs or initiatives in 28 states
Impact: Impact:
TNTP has trained or hired 33,000 teachers, benefiting 4.8 million students nationwide
Program:
The New Teacher Project (TNTP) provides school districts and states with a range of services to help
maximize the potential to provide students in high-needs schools with high-quality teachers.
TNTP differs from many traditional consulting groups by the highly collaborative nature of their approach,
ki l id t ff i di t i t ffi working alongside staff in district offices.
The organization helps districts create programs to attract high-quality teachers to hard-to-staff schools,
identify barriers in the district's hiring practices that make it difficult to staff these schools, and works on new
ways to better prepare, develop, and certify teachers for public schools.
9 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
Reform Governance in Action for Urban School Boards
Website:http://www.crss.org/rga-for-urban-school-boards.html
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Headquarters: Los Angeles and Houston
Di t i t /Sit f I t t A ti h CA Eli b th NJ H t Phil d l hi M hi T t th Districts/Sites of Interest: Antioch CA, Elizabeth NJ , Houston, Philadelphia, Memphis, Texas, amongst others
Impact:
Program:
pact
Almost 100 superintendents and school boards have been trained by Reform Governance in Action
Program:
The Broad-funded program is designed to develop the skills of elected school board members and
superintendents. Its three programs offer different levels of support based on board members’ level of
experience.
The Institute serves as an induction to urban school board membership.
The Alumni Institute provides a higher level of training through the use of case studies.
Reform Governance in Action, offered in partnership with the Center for Reform of School Systems, trains
urban teams of school boards and superintendents to develop policies and structures that will improve
operations management oversight and student learning
10 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
operations, management oversight and student learning.
* Information subject to change as organizations adjust strategies and expand efforts.
Teach for America
Website: www.teachforamerica.org
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Headquarters: New York City
Districts/Sites of Interest: Over 1,000 schools in 34 regions, including: Atlanta, Charlotte NC, Chicago, Denver,
Houston, Indianapolis, J acksonville FL, Kansas City, Los Angeles, Memphis, Miami-Dade, Mississippi, New , p , , y, g , p , , pp,
Mexico, New Orleans, New York City, South Carolina, St. Louis, Washington D.C, amongst others
Impact:
6,200 corps members teaching in over 1,000 schools in 29 regions
Program:
6, 00co ps e be s teac g o e ,000sc oos 9 ego s
Since TFA's inception, 20,000 corps members have taught approximately 3 million students
66% of TFA alumni remain in the education field after their two years of service are complete
Program:
Teach for America trains and places high-quality recent college graduates in chronically underperforming
schools (both rural and urban). TFA provides training and on-going professional development to prepare
teachers for the school year. A rigorous five-week summer institute prepares new corps members for day-to-
day teaching (curricular planning, lesson plan creation, operations) and the potential high-stress
environment of most of the schools. TFA members receive a full salary, paid by the local school district, and y, p y ,
serve at least two years.
Applications to become Corps members have drastically increased and the program will place 4,100 new
teachers in schools for the 2009-10 school year (bringing the total TFA corps to 7,300). The organization
received over 35,000 applications for the approximate 4,000 openings and is able to launch a handful of
it i S t b 2009
11 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
new sites in September 2009.
* Information subject to change as organizations adjust strategies and expand efforts.
Teachers Network Leadership Institute
Website:http://www.teachersnetwork.org
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Headquarters: New York City
Districts/Sites of Interest: California (multiple sites) Chicago Delaware Miami Milwaukee Virginia (multiple Districts/Sites of Interest: California (multiple sites), Chicago, Delaware, Miami, Milwaukee, Virginia (multiple
sites), and Wyoming
Impact: Impact:
TNLI has served over 1.5 million teachers, impacting nearly 40 million students nationwide
The level of policy involvement and impact varies by region
Program:
TNLI is a non-profit organization that seeks to improve student achievement in public schools by bringing
teachers into the policy discussions that impact them. TNLI believes that professional development and
action-research are key levers to improving student outcomes and provides training and resources on policy,
advocacy, research to teachers. ad ocacy, esea c to teac e s
TNLI focuses on bringing motivated teachers together to better understand the policy process and its
connection to implementation in the field. Teachers are provided a nominal stipend to support their
participation. The specific focus of the program varies by state/region.
12 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
* Information subject to change as organizations adjust strategies and expand efforts.
Urban Education Institute
Website:http://uei.uchicago.edu/
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Profiles Profiles
Headquarters: Chicago
District/Sites of Interest: Chicago (and national)
Impact:
UEI partners with Chicago Public Schools to provide additional resources to struggling schools. UEI recruits
and trains teachers, administrators, researchers and policymakers to work with low-performing Chicago
schools.
Program: Program:
The Urban Education Institute at the University of Illinois at Chicago prepares teachers, school leaders,
researchers, and policymakers to transform urban education and expand educational opportunities for , p y p pp
disadvantaged students.
UEI’s EdDprogram in Urban Education Leadership features a small cohort of students, support throughout a
year-long internship, two-years of leadership support post-graduation, support during the principal job search
process, and a program based on a blend of research, theory, and hands-on practices.
UEI manages four University charter schools in Chicago, and incubates and supports additional Chicago
Public Schools.
The Urban Teacher Education Program prepares and supports teachers for placement in urban schools in
Chicago and across the country Also affiliatedwith UEI the Consortiumon Chicago School Research
13 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
Chicago and across the country. Also affiliated with UEI, the Consortium on Chicago School Research
informs public policy and practice with its work on school improvement efforts.
* Information subject to change as organizations adjust strategies and expand efforts.
UVA - Partners for Leaders in Education
Website:http://www.darden.virginia.edu/html/area.aspx?styleid=3&area=ple
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Headquarters: Charlottesville, Virginia
Districts & States of Interest: Broward Co. FL, Chicago, North Dakota, Philadelphia, Louisiana, Richmond VA,
Washington D.C., Wilmington DE, amongst others
Impact:
Alumni from the School Turnaround Specialist Program have demonstrated success in raising student p g g
achievement in their districts. Approximately 57% of schools from the first three cohorts met AYP targets or
reduced student failure rates in math and reading by at least 5%.
Program: Program:
PLE strives to develop effective school leaders by drawing upon practices typically used in business. This
program is a partnership between the UVA’s Darden School of Business and the Curry School of Education.
PLE offers two programs: the Executive Leadership Program for Educators which is designed for
administrators at the district or state level andthe School Turnaround Specialist Program which trains administrators at the district or state level, and the School Turnaround Specialist Program, which trains
principals and district leadership teams.
Both programs share the same core elements regarding effective practices, essential knowledge and skills,
and systems and processes. Many states and districts developing their own leadership training programs are
modeling those efforts on the UVA program.
14 Meeting the Turnaround Challenge ©2009 Mass Insight Education & Research Institute
modeling those efforts on the UVA program.
* Information subject to change as organizations adjust strategies and expand efforts.
* See our case study on McDaniel Elementary School to learn
more about how UVA’s work is implemented in the field.
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