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District Leadership Transition
> Strong Foundation
Strong Foundation, Evolving Challenges:
A Case Study to Support Leadership Transition in the Boston Public Schools
Prepared by
The Aspen Institute — Education and Society Program and
The Annenberg Institute for School Reform at Brown University
[March 2006]
Description
This study examines what the Boston Public Schools’ 10-year-long focus on instructional improvement accomplished and provides lessons for other districts on the challenges a district faces during a transition in leadership. “This report shows how a city can use the process of superintendent transition to take stock of successes and chart a course to confront challenges,” said Judy Wurtzel, a senior fellow in the Education and Society Program at the Aspen Institute
At a time when urban school districts face rapid turnover in leadership and limited results, Boston has stood out and won national attention for its stability and success. As the city prepares to make the transition to new leadership (Superintendent Thomas W. Payzant, who was appointed in 1995, retired in June 2006) this report examines the district's accomplishments over the past decade and the challenges it faces under a new superintendent.
“The report provides a fair and accurate portrait of what we have accomplished and what we have yet to do,” said Payzant. “I think it will prove enormously helpful as the Boston community determines what it wants and needs for the next decade of reform.”
Background
The study was undertaken by Aspen and Annenberg at Payzant’s request. To conduct the study, the two organizations fielded a team of leading national researchers—Anthony Bryk of Stanford University; Deanna Burney, an independent consultant; Norm Fruchter of New York University; and Simmons—to conduct the study. The team analyzed documents and held interviews and focus groups with ninety-eight individuals—students, educators, central office administrators, and community leaders. The project was guided by an advisory panel of local educators and community leaders. Although the list of those who participated did not constitute a representative sample of the Boston education community, it did provide a cross-section of roles and perspectives, and yielded a remarkably consistent set of observations, according to the report.
Launched in 1996, Boston’s reform plan, known as Focus On Children, emphasized five key elements that together constitute a theory of action for district improvement. These elements include common expectations for all students; a curriculum that gives students access to rigorous content; expectations about instructional practice; support for teachers; and assessments that provide information to guide instruction and hold schools accountable for results. In addition, the plan also stressed high-quality leadership at the school and district levels.
Findings
The Aspen-Annenberg study found that the district’s implementation of the plan produced a number of important accomplishments:
Higher student achievement. The proportion of students passing the state test, the Massachusetts Comprehensive Assessment System (MCAS) increased from 1998 to 2005, although gains were strongest in the earlier years. Boston also outperformed other cities on the National Assessment of Educational Progress.
Stronger instructional capacity. The districtwide mathematics curriculum and its instructional model for all subjects are widely used, and the district provided extensive professional development to enable teachers to teach more effectively.
An improved district culture and climate. To a degree rare in large school systems, teachers, school leaders, and central office administrators are focused on teaching and learning, and teachers and principals/headmasters have a stronger sense of accountability for student learning.
An infrastructure to support schools. This includes stronger lines of communication, an electronic tool to provide information on student achievement, and stronger central-office operations.
Despite these accomplishments, Boston still faces a number of challenges. In some ways these challenges differ from those of most districts, because Boston has accomplished so much and is moving from "basic" to "proficient," the report notes. The challenges include:
Uneven school and instructional quality. There are wide variations in performance and instructional conditions in Boston schools. Of particular concern is instruction for students with disabilities and English language learners.
A lack of alignment. The curriculum and instructional approach are not coherent across grade levels and subject areas, and there is a lack of coordination within the central office that stokes confusion in schools.
Insufficient community involvement. Although the district has reached out to partners and community organizations, some parents and community leaders feel they lack a seat at the table where decisions are made.
The report concludes with a set of questions district and community leaders should ask in addressing these challenges, and notes that the transition in leadership provides an ideal time to consider the next step in the reform effort. “To accelerate improvement, the new administration will need to seek a balance between staying the course in key areas and taking strong and innovative action in others,” the report states. “The community conversations during the transition should focus on whether the community is ready for such bolder approaches to produce more dramatic improvements.”
Contact Person
Ellen Foley
Associate Director, District Redesign and Leadership, Annenberg Institute
Ellen_Foley@brown.edu
Strong Foundation, Evolving Challenges:
A Case Study to Support Leadership Transition in the Boston Public Schools
Prepared by
The Aspen Institute — Education and Society Program and
The Annenberg Institute for School Reform at Brown University
[March 2006]
Description
This study examines what the Boston Public Schools’ 10-year-long focus on instructional improvement accomplished and provides lessons for other districts on the challenges a district faces during a transition in leadership. “This report shows how a city can use the process of superintendent transition to take stock of successes and chart a course to confront challenges,” said Judy Wurtzel, a senior fellow in the Education and Society Program at the Aspen Institute
At a time when urban school districts face rapid turnover in leadership and limited results, Boston has stood out and won national attention for its stability and success. As the city prepares to make the transition to new leadership (Superintendent Thomas W. Payzant, who was appointed in 1995, retired in June 2006) this report examines the district's accomplishments over the past decade and the challenges it faces under a new superintendent.
“The report provides a fair and accurate portrait of what we have accomplished and what we have yet to do,” said Payzant. “I think it will prove enormously helpful as the Boston community determines what it wants and needs for the next decade of reform.”
Background
The study was undertaken by Aspen and Annenberg at Payzant’s request. To conduct the study, the two organizations fielded a team of leading national researchers—Anthony Bryk of Stanford University; Deanna Burney, an independent consultant; Norm Fruchter of New York University; and Simmons—to conduct the study. The team analyzed documents and held interviews and focus groups with ninety-eight individuals—students, educators, central office administrators, and community leaders. The project was guided by an advisory panel of local educators and community leaders. Although the list of those who participated did not constitute a representative sample of the Boston education community, it did provide a cross-section of roles and perspectives, and yielded a remarkably consistent set of observations, according to the report.
Launched in 1996, Boston’s reform plan, known as Focus On Children, emphasized five key elements that together constitute a theory of action for district improvement. These elements include common expectations for all students; a curriculum that gives students access to rigorous content; expectations about instructional practice; support for teachers; and assessments that provide information to guide instruction and hold schools accountable for results. In addition, the plan also stressed high-quality leadership at the school and district levels.
Findings
The Aspen-Annenberg study found that the district’s implementation of the plan produced a number of important accomplishments:
Higher student achievement. The proportion of students passing the state test, the Massachusetts Comprehensive Assessment System (MCAS) increased from 1998 to 2005, although gains were strongest in the earlier years. Boston also outperformed other cities on the National Assessment of Educational Progress.
Stronger instructional capacity. The districtwide mathematics curriculum and its instructional model for all subjects are widely used, and the district provided extensive professional development to enable teachers to teach more effectively.
An improved district culture and climate. To a degree rare in large school systems, teachers, school leaders, and central office administrators are focused on teaching and learning, and teachers and principals/headmasters have a stronger sense of accountability for student learning.
An infrastructure to support schools. This includes stronger lines of communication, an electronic tool to provide information on student achievement, and stronger central-office operations.
Despite these accomplishments, Boston still faces a number of challenges. In some ways these challenges differ from those of most districts, because Boston has accomplished so much and is moving from "basic" to "proficient," the report notes. The challenges include:
Uneven school and instructional quality. There are wide variations in performance and instructional conditions in Boston schools. Of particular concern is instruction for students with disabilities and English language learners.
A lack of alignment. The curriculum and instructional approach are not coherent across grade levels and subject areas, and there is a lack of coordination within the central office that stokes confusion in schools.
Insufficient community involvement. Although the district has reached out to partners and community organizations, some parents and community leaders feel they lack a seat at the table where decisions are made.
The report concludes with a set of questions district and community leaders should ask in addressing these challenges, and notes that the transition in leadership provides an ideal time to consider the next step in the reform effort. “To accelerate improvement, the new administration will need to seek a balance between staying the course in key areas and taking strong and innovative action in others,” the report states. “The community conversations during the transition should focus on whether the community is ready for such bolder approaches to produce more dramatic improvements.”
Contact Person
Ellen Foley
Associate Director, District Redesign and Leadership, Annenberg Institute
Ellen_Foley@brown.edu
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