1. Rethinking Central Office Supports to Schools
The Cluster X Initiative

2. Overview of Cluster X (10 min)
Agenda
Overview of Cluster X (10 min)
Panel reflection from Cluster X members (30 min)
Problem of Practice (35 min)
Take a minute to introduce the purpose the problem of practice and using the expertise of the attendees in the room.
District of Columbia Public Schools

3. Centering the Work around Leadership and Instruction
Background
Centering the Work around Leadership and Instruction
Teachers struggling
to deliver
rigorous content
Core Instruction/PD
School Culture
Leadership/ALT
Interventions and Partnerships
Leaders raising
expectations for
students
Leaders raising
expectations
for adults
Highlighting that, as a turnaround initiative, we’re focusing on core instruction and NOT on intervention (but shift in mindset is coming gradually)
Supporting
high-need
students & families
District of Columbia Public Schools

4. Principal and Superintendent Interviews
Background
Principal and Superintendent Interviews
Alignment of communication across specialists
Timeliness and reliability
A deep understanding of the schools
What qualities of central office support are essential to your school’s success?
Willingness to work alongside the team
Subject-matter expertise
Strategic thinking and solutions-orientation
Responsiveness and sense of urgency
Professionalism
District of Columbia Public Schools

5. Cluster X Introduction
The Why
Cluster X Introduction
The “Why”:
Belief that principals are the lynchpin of school achievement
Belief that offices are high-impact assets for schools
The What:
Structure based on national models (Memphis, Evansville-Vanderburgh)
Routines based on DCPS best practices
Principal feedback, existing support models
District of Columbia Public Schools

6. Desired Qualities of a Cluster X School
The Schools
Desired Qualities of a Cluster X School
Stable leadership structures
Open to collaborative problem solving
School culture and operations typically in place  school is able to focus energy on instruction and academic rigor
Goals
Accelerated Achievement
Strong professional culture
District of Columbia Public Schools

7. The Schools
Cluster X Schools
District of Columbia Public Schools

8. The Cabinet: More Intentional Supports for Schools
Key Concepts
Key Structures
Urgency
Accelerated feedback  immediate action
“Whatever it takes” mentality
Trust
Frequent, hands-on interaction
Sharing depth of knowledge
Leadership
Inspiration and accountability
Accelerating existing district initiatives
Cross-office Cabinet working in concert
Identifying opportunities for increased collaboration
Weekly and monthly “Stat” meetings with collective data review
Boots on the ground
Constant, fluid communication
District of Columbia Public Schools

9. Cabinet Member Representation:
The Schools
The Cabinet Makeup
Cabinet Member Representation:
ELA Curriculum & Professional Learning
Math Curriculum & Professional Learning
Early Childhood Curriculum & Professional Learning
Leadership
Data
Mental Health
School Climate
Attendance
Response to Intervention
Staffing
Partnerships
Community Engagement
Teacher Evaluation
District of Columbia Public Schools

10. Direct School Supports iZone Cabinet Responsibilities
The Work
The Work of the Cabinet
Each specialist will provide individualized supports to the Cluster X schools. Below are similar responsibilities for all specialists.
Direct School Supports
Regular school support visits
Academic Leadership Team meeting support
Principal check-ins
iZone Cabinet Responsibilities
Weekly Cabinet Meeting
Monthly iZone Cluster Meeting
Intentional, supported learning
Time Commitment
Roughly 80 hours per month, inclusive of school visits, principal check-ins, cabinet meetings, cluster meetings, planning time, and travel
District of Columbia Public Schools

11. Driving District Direction for Central Office Support
Cluster X Implementation
Driving District Direction for Central Office Support
Augmenting the work at the school level
Shifting the role of the Principal and Instructional Superintendent
Providing differentiated support from Central Office
Job-embedded support in the building from Cabinet Members
Principal as Point Guard
Executing on the guidance from the Supts
Creating the open, urgent professional culture in the school
Delegating specific tasks to specialists and staff
Collecting ongoing feedback from specialists
Superintendent as Head Coach
Leading district and cluster priorities
Prioritizing school-based work by highlighting assets and needs
Aligning work with high-level, real-time data
District of Columbia Public Schools

12. Reflecting on the Cluster X Experience
Cluster X Reflection
Reflecting on the Cluster X Experience
Principals
Andre Samuels – Browne Education Campus
Clinton Turner – Walker-Jones Education Campus
Central Office Support
Dr. Justin Good – School Turnaround Specialist
Kristie Lee – Data and Performance Specialist
What were your expectations and how did the experience meet or not meet those?
What have been challenges?
What has been the perception among the district?
What is the perception your hoping to create next year?
What's the difference between turnaround and school improvement?
How has your understanding of the work of the cluster impacted done of the normal talks associated to your job?
The purpose of the cluster has been described as schools moving faster further. Based on your role how do you define faster further?
In relationship to your role what do you need to assure faster further?
What were things that you feel helped to accomplish this or put cluster on track to move faster further?
How do you feel our work should change to improve in moving?
What skills would a principal or central office leader need in this cluster?
What were the mindset changes that need to occur?
District of Columbia Public Schools

13. Principal and Superintendent Interviews
Cluster X Reflection
Principal and Superintendent Interviews
Alignment of communication across specialists
Timeliness and reliability
A deep understanding of the schools
What qualities of central office support are essential to your school’s success?
Willingness to work alongside the team
Subject-matter expertise
Strategic thinking and solutions-orientation
Responsiveness and sense of urgency
Professionalism
District of Columbia Public Schools

14. Consultancy Protocol: Planning for Year 2
Cluster X Reflection
Consultancy Protocol: Planning for Year 2
Quarterly Formal Support Visits
Complete walkthroughs with school staff and cabinet members to identify needs
Present/review key data points selected by school/central in relationship to CSP Goals
Collaboratively identify SMART next steps to be completed in collaboration with cabinet members
Structured Supports
Cabinet members provide ongoing, targeted support based upon needs identified during the formal support visits
Evaluation of Structured Supports
Schools & specialists produce artifacts/data to document progress and justify need to increase/decrease supports
Inquiry process including classroom walkthroughs and data review determines if need exists for additional work streams
District of Columbia Public Schools

15. Consultancy Protocol: Planning for Year 2
Cluster X Reflection
Consultancy Protocol: Planning for Year 2
Challenge:
What are the conditions and supports needed to make this support model work?
What are the conditions to make this a success?
Protocol:
10 min – Clarifying questions
20 min – Group problem solving
5 min – Reflection from DCPS Team
District of Columbia Public Schools