THE BROAD CENTER FOR THE MANAGEMENT OF SCHOOL SYSTEMS
http://www.broadacademy.org
The Broad Center for the Management of School Systems seeks to recruit, train and support executive leadership talent from across America to become the next generation of urban school district leaders. The Broad Center offers a rigorous executive leadership development program - the Broad Superintendents Academy - designed to prepare leaders from business, education, military, government and nonprofit sectors with the critical skills needed to lead our nation's largest urban school districts. The Academy curriculum covers topics such as: planning and leading systems change, improving student achievement, using data for decision-making, and implementing best practices from the public and private sectors.

To date, 81 accomplished leaders have graduated from the Academy. Currently, 17 graduates are serving as superintendents in large urban districts: Aurora, Colo.; Charleston, S.C.; Charlotte-Mecklenburg, N.C.; Christina near Wilmington, Del.; Durham, N.C.; Duval County near Jacksonville, Fla.; Elizabeth, N.J.; Fairfield-Suisun, Calif.; Fort Wayne, Ind.; Fort Worth, Texas; Houston; Montgomery, Ala.; Oakland, Calif.; Paterson, N.J.; Pittsburgh; Pomona, Calif.; and, Prince George's County, Md. Twenty-seven others - including a number of "non-traditional" graduates - have been appointed to cabinet level positions in large urban districts or as superintendents of smaller urban systems. The fifth cohort of the Broad Superintendents Academy began in February 2006.

THE BROAD RESIDENCY IN URBAN EDUCATION
http://www.broadresidency.org
The Broad Residency in Urban Education is a two-year management development program that immediately places emerging, talented private sector leaders into full-time managerial positions in urban school districts throughout the country. Graduates from top business, law and public policy schools, with at least four years of work experience, participate in a series of Broad Residency professional development sessions while working full-time in school districts on major projects such as opening new schools, leading district budgeting processes and improving the management of human resources.

The growing network of Broad Residents has become a tremendous asset to urban districts nationwide. In this highly selective program's first four years, nearly 1,700 individuals have applied, and 81 have been placed in the following 23 school districts: Boston; Chicago; Christina near Wilmington, Del.; Denver; Durham, N.C.; Fort Wayne, Ind.; Fort Worth, Texas; Houston; Long Beach, Calif.; Los Angeles; Miami; New York City; Oakland, Calif.; Philadelphia; Portland, Ore.; Prince George's County, Md.; Providence, R.I.; San Diego; San Francisco; Seattle; St. Louis; and Washington, D.C., as well as in nine national charter management organizations (Alliance for College Ready Public Schools, Aspire Public Schools, D.C. Prep, Envision Schools, Green Dot Public Schools, KIPP, Leadership Public Schools, Uncommon Schools and Victory Schools). More than 90 percent of the first graduating class are continuing to work in and lead urban education reform.

CHILDREN FIRST PHASE II IN NEW YORK CITY
http://www.nycenet.edu
Building on the success of New York City's "Children First" reforms, The Broad Foundation and the Robertson Foundation are supporting strategic planning for the city department of education's second phase of comprehensive reforms. Joel Klein and his team have partnered with Public Private Strategy Group and Alvarez & Marsal to redesign the department's central office to serve and monitor a system of more than 1,400 "effective, autonomous, and accountable schools." The New York City Department of Education, in this second phase of "Children First," believes that giving principals greater decision-making authority at the school level and holding them accountable through performance contracts will raise student achievement. The department and its partners are developing four strategies to achieve their goals: (1) establishing accountability targets and performance contracts for all schools, (2) undertaking comprehensive budgetary analyses and resource realignment, (3) developing a transactional platform for the sale and purchase of goods and services to/by schools, and (4) migrating schools from the regional structure to a new management structure based on an exchange of increased autonomy for heightened accountability.

DISTRICT TRANSFORMATION IN OAKLAND
http://webportal.ousd.k12.ca.us/index.aspx
Oakland's transformation effort includes two key elements: moving to create a set of new smaller, more autonomous schools and developing a new district operating model that complements this strategy. Oakland's improvement over the past two years has been significant in raising overall achievement on the state of California API measures. The district, with support from The Broad Foundation, The Bill & Melinda Gates Foundation, and The Michael and Susan Dell Foundation, is moving towards a much leaner central office that uses a fee-for-service model to provide services to the schools and devolves responsibility and greater budget authority to schools. In the next three years, the project, which has moved into its implementation phase, will introduce dramatic changes in the areas of district and school leadership, school creation and closure, technology systems, organizational redesign, and outreach and communications to drive improvements in student achievement.

LONG BEACH BALDRIGE QUALITY INITIATIVE
http://www3.lbusd.k12.ca.us/district/superintendent/baldrige/QualityClassroomSTR.asp
Following a successful three-year effort to apply Baldrige quality principles to the Long Beach Unified School District, The Broad Foundation and the district have expanded the program with a subsequent three-year effort. This new grant will enable all district departments and all elementary and middle schools to receive training in the Baldrige continuous improvement methodology and embark on implementation projects. In addition, the district will develop a Balanced Scorecard system to provide managers with better information to make smart data-driven decisions. The district, which won The Broad Prize in Urban Education in 2003, plans to apply for the Malcolm Baldrige Quality Award in 2007.

DISTRICT TRANSFORMATION IN CHRISTINA
http://www.christina.k12.de.us/index.htm
The Broad Foundation supports the Christina School District (Wilmington, Del.) in its "New Directions in Christina" reform initiative. This effort seeks to enable the capacity of Delaware's largest district to implement educational reform on a system-wide basis to provide excellent and equitable educational opportunities for all children and families in the district's schools. This initiative seeks to transform the school district around a three-part reform strategy: (1) Change systems to support student achievement; (2) Develop and pilot a new compensation system for teachers as a catalyst for improving student achievement; and (3) Demonstrate and build on results. The Broad Foundation is supporting Christina's effort over a three-year period.

HR REINVENTION IN BOSTON
http://boston.k12.ma.us/
Boston Public Schools is engaged in a significant effort to improve the way it manages its human capital. The Broad Foundation has partnered with the Barr Foundation, a local funder interested in improving educational opportunities in Boston, to support Boston's use of new Human Resource technology systems, improvements to the hiring and on-boarding processes for new teachers, and hiring of new HR leadership. The district is using the HR department to launch a new customer-oriented model for the central office and then plans to expand this model to other central office departments.

TRANSFORMING HUMAN RESOURCES IN NEW YORK CITY
http://www.nycenet.edu/default.aspx
The Broad Foundation supports New York City Department of Education as it launches an aggressive initiative to improve how the district manages its human capital. The design phase was completed in March 2005 and consisted of several components: organizational and process redesign of the Human Resources function, changing the hiring calendar, implementing PeopleSoft, valuing employees, and evaluating how the district invests in professional development. The department is now undertaking a new HR operating model and has hired Mercer HR Consulting to work closely with senior HR leadership to hire new staff, implement a new organizational design, change business processes, implement technology systems, and change the culture of Human Resources. The Broad Foundation has joined with The Robertson Foundation, The Bill & Melinda Gates Foundation and The Michael and Susan Dell Foundation, in helping to fund this effort.

STRATEGIC DISTRICT SUPPORT
The Broad Foundation has supported a number of efforts to help superintendents and districts evaluate their current operational or instructional processes and capacity for change. In Duval County Public Schools in Florida, The Broad Foundation supported an effort to assess the district's capacity for reform. In the Fort Worth Independent School District in Texas, The Broad Foundation supported a project to examine the district's curriculum and evaluate the extent to which the district has the capacity to implement change. Also, in conjunction with the Council of the Great City Schools, The Broad Foundation provides strategic planning support to districts by bringing together practitioner-expert teams for an intensive review of one or more of the district's operational or instructional areas. The practitioner-expert teams interview key district leaders, gather and analyze historical information, and make recommendations to the superintendent on how to best improve the district.

NEW LEADERS FOR NEW SCHOOLS (NLNS)
http://www.nlns.org/NLWeb/Index.jsp
New Leaders for New Schools (NLNS) is a bold effort to attract, prepare and support a new generation of outstanding principals for our nation's urban public schools. The program combines an intensive summer training institute focused on management and instructional leadership strategies and a year-long, full-time "medical style" residency alongside an exemplary public or charter school principal. New Leaders for New Schools is partnering with districts in New York City, Chicago, Washington, D.C., Memphis, Oakland, and Baltimore. Of the 152 fellows who have completed the program since 2001, 68% have been hired as principals and 21% as assistant principals. In 2004, Time and Fast Company magazines recognized NLNS for its entrepreneurial and innovative approach to improving public education.

BOSTON PRINCIPAL TRAINING
http://boston.k12.ma.us/
The Broad Foundation supports the Boston School Leadership Institute, the district's first comprehensive recruiting and training program for aspiring principals. Fourteen of the first 19 graduates are now serving as principals, including one nontraditional graduate who holds an MBA from a top-tier business school. The School Leadership Institute is profiled in the U.S. Department of Education's "Innovative Pathways to School Leadership" report, and in the "Guide to Alternative Recruitment and Preparation of Educational Leaders," prepared by WestEd.

PHILADELPHIA PRINCIPAL TRAINING
http://www.phila.k12.pa.us/
Through the Academy for Leadership in Philadelphia Schools (ALPS), the School District of Philadelphia seeks to improve its abilities to recruit, prepare, evaluate, train and support leaders for all Philadelphia public schools. In August 2005, ALPS launched its first cohort of 15 aspiring principals to work in a year-long, school-based residency where participants have leadership responsibilities in a school, and complete four focused projects. In addition, aspiring principals participate in 40 days of interactive seminars to prepare them to lead urban schools. ALPS will recruit its next cohort in the spring of 2006.

NEW YORK CITY LEADERSHIP ACADEMY
http://www.nycleadershipacademy.org/
The Broad Foundation supports the New York City Leadership Academy's efforts to attract top-notch principals with proven track records and to prepare principals of new small schools for successful start-up. The "New School Intensive" ("NSI") program was designed to provide 16 months of just-in-time training on operational and instructional issues to principals of newly created secondary schools. In 2005, NSI trained the 58 high school principals leading newly created schools during weekly sessions running from March through the start-of-school, and then monthly thereafter.