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Broward County Public Schools have implemented a comprehensive system designed to communicate clear performance expectations for school administrators and to identify and support struggling administrators. The responsibility for assessing the performance of principals —and for providing support to those who need additional help— falls to the area director, who oversees multiple schools.

1 – District Interventions for Struggling Principals Overview of Broward’s approach to supporting struggling principals.
What to Notice Broward empowers the area director —a type of regional superintendent— to determine when a principal is not meeting performance expectations. The area director considers different types of evidence in his or her evaluation: test scores, site observations, audits, teacher input, satisfaction surveys, etc. Principals are offered many types of support in their effort to meet improvement expectations.	Questions to Ask What percentage of principals has a professional improvement plan at any given point? Of these, how many are eventually dismissed? How many are able to turn around their performance? How does the district measure the success of the intervention programs? Does the district offer area directors any more specific guidance about performance expectations for principals? If so, how is it communicated? What kind of training does the district provide to area directors about assisting struggling principals? How were these interventions identified?
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2 – Administrator Performance Planning and Appraisal System Evaluation Tool Evaluation tool for school administrators.
What to Notice The area director uses this evaluation tool to assess the performance of a school principal in seven key areas: (1) leadership, (2) information analysis, (3) strategic quality planning, (4) customer focus, (5) human resources, (6) management of processes, and (7) operational results and student achievement. Notice that Broward uses a three-point scale: highly effective, effective and ineffective. Each area requires a rating, plus text comments and a description of the principal’s “focus for professional growth.”	Questions to Ask How did Broward select the seven areas of performance? Were any principals involved in the development of the tool? How frequently are principals evaluated using this tool? What kinds of interim discussions occur between the area director and the principal to provide feedback? How effective is the evaluation process in guiding professional growth? How do principals and area directors use it as an opportunity to reflect on past performance and agree on improvement plans? What percentage of principals falls into each of the rating categories? How effective is the evaluation process in identifying low performers? What are the consequences of poor performance?
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3 – Performance Improvement Plan (PIP) One-page worksheet for principals to articulate improvement plan in an area of “deficiency.”
What to Notice For principals who are determined to have a performance concern, this worksheet allows the area director to articulate a specific improvement plan. Notice that each “area of deficiency” requires a separate improvement plan. The area director specifies the activities necessary to demonstrate improvement, along with a timeline, and the principal is given the opportunity to respond to the area director’s assessment and recommendations.	Questions to Ask What are the benefits and disadvantages of using a word like “deficiency” to describe an area in which an employee is not meeting the expectations for their position? How effective is the PIP in improving performance? What challenges has the district faced in its communication or implementation? Can the area director describe specific quantitative targets for performance (e.g. test scores)? What are the advantages and disadvantages of this approach? How much time will an area director spend with a principal who has been designated as having performance deficiencies? What types of training do area directors receive in coaching and mentoring?
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4 – Manual of Evaluation Procedures Handbook of policies and procedures for the evaluation of school and district administrators.
What to Notice At the beginning of the manual, the district outlines the purpose of the Administrator Performance Planning and Appraisal System (APPAS). These goals are framed positively, focusing on the communication of clear expectations and the provision of effective feedback. Later, the manual provides much more detailed performance expectations, as well as clear descriptions of what “highly effective” vs. “effective” vs. “ineffective” performance looks like. Finally, the guide outlines the five stages of the APPAS process, starting with orientation and ending with professional development.	Questions to Ask How consistent is the process for providing new principals with an orientation on the performance planning and appraisal system? How are administrators made aware of the performance expectations which apply to their position? How does the district ensure that different supervisors are applying standards consistently? What process exists for area directors to conduct “calibration” meetings in which they compare evaluation ratings and try to ensure consistency? How does the district assess the effectiveness of evaluation procedures? How is principal feedback collected?
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Broward devotes considerable time and effort to making clear public disclosures about its financial activities and status. The district’s financial reports provide not only the detailed reports required by the state, but also “big picture” insights into the district’s financial priorities and decisions. For Broward, financial reporting is more than just a compliance function.

1 – Annual Financial Report Summary of the district’s financial activities and status in 2006–07.
What to Notice The annual financial report starts with an overview of the district’s financial status, targeted at a non-financial audience. Going beyond simple state reporting requirements, the superintendent describes all of the factors affecting the financial condition, including population growth and class-size reduction efforts. Notice that the district has been recognized for “excellence in financial reporting” by the Association of School Business Officials.	Questions to Ask What is particularly effective about Broward’s presentation of its financial data? Why do you think they have been recognized for excellence in financial reporting? How would you determine if Broward has aligned its spending with its educational goals? How does Broward benchmark its spending patterns against similar districts in Florida? How has Broward’s budget changed in the last few years? What statistics or ratios would you look at to identify changes in spending patterns? How much of Broward’s budget is devoted to instruction? What is the appropriate benchmark for instructional spending?
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2 – Facilities Plan Long-term plan for building and maintaining schools.
What to Notice Broward produces this state-required report that describes the five-year capital plan for educational facilities. Addressing both new school construction and the maintenance of existing sites, the report matches anticipated enrollment with facilities needs. Once again, the district goes beyond simple compliance and frames facilities needs within the greater context of educational goals, including class-size reduction and the expansion of charter school options. The bulk of the report is devoted to a detailed school-by–school breakdown of potential capital projects and costs.	Questions to Ask How does the district project enrollment growth? What key factors drive enrollment growth or decline? Are any of these factors within the district’s control? If so, what, if any, actions has the district taken? What impact has class-size reduction had on Broward’s facilities needs? How has Broward addressed those needs, and what factors were considered in that decision? How effective have these solutions been? What challenges has the district faced in implementing these solutions? How has Broward become a leader in charter schools? Does the district provide any facilities or facilities support for high-potential charter developers or existing charter schools?
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The process of integrating and acculturating new teachers can be an important lever in a district trying to develop a performance-based culture. Broward County Public Schools has implemented programs to ensure that new teachers receive the support and guidance they need to maximize their chances for success. This process covers the first three years of a teacher’s tenure in the district.

1 – New Teacher Induction Rubric Checklist describing critical elements of new teacher induction.
What to Notice This one-pager describes all the necessary activities to be included in an effective induction program for new teachers. Each campus forms a site-based induction team, which includes school administrators, as well as members of the leadership team and professional development team. The district has a New Educator Support System (NESS) that is specifically designed to assist new hires in their first year in the district.	Questions to Ask How is this tool used, and who conducts the evaluation? How was this tool developed? Has the district identified best practices in the orientation and support of new teachers? How are best practices integrated into this tool? To what degree is new teacher induction governed by the district’s collective bargaining agreement? How has the involvement of the teachers’ association impacted the teacher induction process? What is the role of the instructional coaches and NESS school liaisons in supporting new teachers? What kind of training do the coaches receive, and from whom?
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2 – New Educator Support System (NESS) Three-Year Plan Describes the continuum of support offered for new teachers in the district.
What to Notice Broward’s New Educator Support System (NESS) provides a suite of support services designed to ensure that new teachers can be successful and provide the most effective instruction to students. Notice that the NESS program is a three-year program, not just a one-year orientation institute. Specific responsibilities are assigned to the school administrator, the district’s human resources department, and the curriculum and instruction department. In addition, each new teacher must take responsibility for their own development by seeking out appropriate professional development resources.	Questions to Ask How was the NESS program developed? How does the district measure the success of the program? What kind of quantitative measures have been established to assess program effectiveness? What kind of feedback have new teachers provided about the program? How are the roles differentiated? How does a NESS liaison differ from an instructional coach? What kind of training do these positions receive?
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In Broward, educators have a very clear path to take on additional responsibilities and grow into leadership positions. The district offers specific programs designed to turn high-performing teachers into entry-level administrators, and high-performing assistant principals into principals. At each step, the programs are designed to inspire new educators, give them the tools necessary to succeed at the next level and provide the very best opportunities for students.

1 – Teacher Leadership Opportunities Framework Chart depicting leadership opportunities for teachers.
What to Notice This one-pager provides Broward’s teachers with a guide to the leadership opportunities available to them. The blue circle in the center focuses on content that all teachers are expected to master, including core instructional tools like the Effective Schools 7-8-9 Plan, Classroom Walkthrough (CWT) protocol, using data, and continuous quality improvement. The outer circles represent specific leadership opportunities available to teachers: professional developer, coach, department chair, etc. The implicit message is that all teachers have opportunities for professional growth and instructional leadership.	Questions to Ask How do these “circles” interconnect? How is this framework communicated or explained? How does the district select teachers for each type of leadership position? What are the criteria, if the process is competitive? How does the district train coaches and professional developers?
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2 – Leadership Mentoring Programs Overview Description of leadership programs, including the LEAD program for aspiring administrators and the Intern Principal program.
What to Notice Broward provides a clear career path for educators who want to move into school leadership roles. Starting with the Leadership Experiences and Administrative Development (LEAD) program for teachers considering a move into administration, the district provides considerable support for aspiring leaders. The support extends through the first year of being a school principal, when each new principal is assigned a Professional Development Team (PDT) to ensure that he/she has the best chance for success.	Questions to Ask Who is responsible for identifying potential school leaders early in their careers as educators? Is this a function of human resources, or is the area director responsible for identifying and tracking these potential leaders? What criteria do they use? How much does the district spend on these types of leadership development programs? How does the district determine the value of these investments? What is the success rate for each program? What types of quantitative and qualitative goals does the district set for each program?
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3 – Leadership Experiences and Administrative Development (LEAD) Program Curriculum Description of curriculum for program targeting teachers who aspire to become administrators.
What to Notice Broward offers this intensive leadership development program for teachers. Notice that the content of the program is aligned with the Florida Principal Leadership Standards, just as the school curriculum is aligned with state educational standards. LEAD participants attend up to 17 professional development sessions in one semester, plus multiple learning community meetings and panels.	Questions to Ask How does the district encourage high-potential leaders to consider administrative careers? How do they market the program to potential participants? How does the district ensure that the program curriculum aligns with the Florida Principal Leadership Standards? How often does the district review the program for curriculum improvements and updates? How selective is the LEAD program? What are interested teachers required to submit (e.g., letters of reference, essays, etc.)? What percentage of LEAD participants go on to become assistant principals or principals within the district? How does their performance compare to the performance of principals who never went through the program?
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4 – Intern Principal Program Curriculum One-page graphic representation of the curriculum for assistant principals on the verge of becoming principals.
What to Notice In Broward, intern principals are given privileged access to senior principals who have been successful at the district. Each intern is placed at a school with a high-performing principal and is given a support team including two mentor principals (one practicing and one retired) and the area director. The intern is given a nine-week assignment to another school, allowing him/her to gain additional leadership experience at another school site. Professional development targets three key areas of leadership: instructional, operational and school. In addition, interns select additional professional development from a list of electives.	Questions to Ask How does the district select intern principals? What incentive does an assistant principal have to apply for the program? What led the district to establish an intern principal position? What are the advantages of such a structure? Is this program required for all aspiring principals? Does the district measure the success of former intern principals? How do schools led by alumni perform relative to other schools? How does the district measure its “return on investment”? How costly is the program, and what are the eventual financial benefits to the district (e.g., reduced turnover or lower recruiting costs)?
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Broward County Public Schools places a special emphasis on professional development as a tool to improve instruction. The human resources development (HRD) department designs a comprehensive professional development system and requires each teacher to design a professional growth plan (PGP).

1 – Professional Development System Overview Comprehensive description of the district’s approach to professional development.
What to Notice Produced by the human resources development (HRD) department, this document provides an overview of the district’s approach to professional development. Notice that the district references relevant state requirements and places the plan in the context of the mission of the HRD department (see page 8). Later, the document articulates specific performance expectations for professional development staff. The Professional Pathways Policy (Appendix C) applies to all district employees and reinforces a culture of continuous improvement at the faculty, school and district levels.	Questions to Ask How does the district use evaluation data? What are some examples of changes made to professional development as a result of evaluation findings? How much does the district spend on professional development and training? How does this compare to similar institutions in K-12 education, other nonprofits or businesses in the private sector?
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2 – Professional Growth Plan PowerPoint presentation to teachers describing how to design a professional growth plan.
What to Notice As a part of state’s professional development system, each teacher in Broward is required to design a professional growth plan (PGP) in collaboration with his or her principal. However, Broward purposefully emphasizes the importance of the PGP not as a compliance exercise, but as a tool for improving student achievement. Notice that the presentation includes several samples of effective PGPs, along with arrows that highlight particularly important parts of the plan. Student data is one large piece of the PGP, and teachers are expected to set specific goals for student achievement. Growth plans are meant to address specific teacher needs, as reflected in the student outcomes data. Note that failure to meet a professional development objective is used as a learning tool to reassess strategies, not as an opportunity to penalize teachers.	Questions to Ask Who tracks teachers’ progress against their professional development goals? Who is responsible for collecting and analyzing the PGPs? What are the best practices of principals in regard to the development of PGPs and the support of teachers? How are highly effective principals involved in the training process for other principals and teachers?
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In Broward, the research development and assessment department plays an integral role in evaluating the success of professional development initiatives. Following a board decision to offer additional professional study days (PSD) to high school teachers as part of its commitment to high school reform, the research department evaluated the fidelity of implementation to the initiative’s purpose and the preliminary impact of the initiative on student achievement. Each school determines how it will utilize these additional PSDs – the administration and faculty at South Broward High School used their additional days to redesign professional development around “professional learning communities.”

1 – Professional Study Days (PSD) Initiative Evaluation Three studies examining the implementation of PSDs and impact on student achievement.
What to Notice In the early phases of the PSD initiative, the research development department focused its evaluation on the fidelity of implementation —understanding if and how schools were utilizing the extra days and whether teachers found PSDs effective as a tool to implement high school reform. Subsequent reports have built on these early evaluations to examine improvements to the program based on earlier recommendations and changing perceptions of the initiative’s value. Most importantly, the latest evaluation of the initiative incorporates student achievement data as a measure for its success.	Questions to Ask How did the district decide what kinds of quantitative and qualitative evaluation approaches to include? What kinds of resources (data, systems, personnel) are necessary to conduct a robust examination of the initiative’s impact on student achievement? What obstacles did the district face in conducting this analysis, and how did it overcome those obstacles? How does the district ensure that recommendations for improvement will be addressed? What has been the impact of those recommendations on student achievement?
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2 – Professional Learning Communities at South Broward High School Survey Results Description of professional learning communities initiative and teacher feedback.
What to Notice This report describes the results of the school’s transition to professional learning communities (PLCs) in response to the district’s professional study days (PSD) initiative. Empowering educators is at the core of this program and reflects the original purpose of the PSD initiative. Survey data from teachers indicate that the program has been well-received (at the time of the report, an analysis of the impact on test scores had not yet been completed). These PLCs are created by faculty members with a particular interest in one aspect of the school’s program of curriculum and instruction and originated from the board’s decision to grant additional professional study days to high school teachers.	Questions to Ask How are aspiring principals identified from the teacher ranks? Who is responsible for this crucial function, and what criteria do they use? How many teachers are in this pool? How are PD programs evaluated? How are results analyzed and used to improve effectiveness? How does the district track its success in developing strong leaders from within?
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