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  "documentTitle": "April 2015 Preliminary Draft Early Insights On BPS",
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  "presentationDate": "2015-04-01 00:00:00",
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  "notes": "The text appears to be an excerpt from a larger report or deck, likely a diagnostic assessment of a school district.",
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      "kind": "disclaimer",
      "text": "Pre-Decisional - Proprietary and Confidential\nThis document contains confidential and proprietary information that is exempt from disclosure. Any use or distribution of this material without specific permission is strictly prohibited.",
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      "text": "Leaders are frustrated by the system’s inability to consistently follow through. With all of the talent at its disposal, they feel the system is falling short of its potential. We heard a few examples of where the District was really able to take something and get it done and done well. For example, on the topic of teacher evaluations, 93% received a mid-year evaluation and 86% received an end-of-year evaluation, and the system is actively working to improve the objectivity and reliability of those that evaluate teachers. This is in stark contrast to 2010 at which point fewer than half of the teachers had been evaluated in the prior 2 years. At the same time, there are examples where things did not get done – such as far fewer principals being evaluated than was hoped for - despite the effort being agreed upon as a priority. Another potential issue underlying this is departments’ ability to effectively implement communication plans tied to the execution of initiatives – both the ability to communicate priorities (and the evolution of those priorities) well and the extent to which a lack of communication precludes the system from moving as quickly as originally planned when actions are agreed upon. If execution does not include informing key stakeholders in a timely and clear way about impending changes (e.g., families informed about changes in transportation) then changes are delayed and put at greater risk. When projects are tightly defined, ownership is clear, and there is alignment on the importance of the work, things get done. BPS will be better able to deliver when these characteristics describe more of what it does.",
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      "text": "together as part of an integrated view of what will drive the improved performance of the system. The two issues that many cited were 1) that there are a range of competing priorities from the city, the Superintendent, and the School Committee and 2) that these priorities were not sharply defined enough to both clarify what should be and what should not be done. As such, leaders at every level feel empowered to move forward in the same general direction, but without the focus that a clear strategy would provide. As described above, the system has been able to successfully address a number of key issues such as teacher evaluation, weighted student funding, and changing the student assignment process, however there is still a sense of missed opportunities and an inability to focus and integrate the work. “We may be able to identify priorities, but we don’t know how to go after it…we’re all trying to close the achievement gap, but in different ways.” This issue is not atypical of a district working hard on big challenges. BPS has an opportunity to bring greater clarity and define the core priority initiatives that will build alignment and deliver greater progress.",
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      "text": "The organizational model at BPS is evolving, with building level autonomy increasing and the improved network model. This evolution is creating ambiguities in who does what (and who is accountable for what) at the school and central levels, and this ambiguity can get in the way. BPS values the autonomy of its principals and research has shown that good systems aspiring to get better results do devolve more and more authority to their school leaders and teachers. That said, the system is in need of greater role clarity and accountability between the central office and the",
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      "text": "Improving its ability to execute",
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      "text": "Sharply defining organizational roles and responsibilities",
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