Broward County Public Schools (BCPS), a single local education agency (LEA), is the 6th largest fully accredited K-12 school district in the nation, serving 268,836 students and employing 14,088 educators in 339 schools. BCPS will target 32 schools for TIF 5, and will scale many grant activities districtwide with in-kind funds. BCPS provides proof that large, urban districts can use an aligned human capital management system (HCMS) as a lever for equitable distribution of educators to increase proficiency and close achievement gaps in high-need schools. The Leading Excellence and Achievement in Performance (LEAP) Ahead project includes refinement of well-established, districtwide educator evaluation systems; increased alignment of human capital decisions with evaluations; supplements to a districtwide, performance-based compensation system (PBCS); transfer bonuses; attendance bonuses; personalized, job-embedded professional development; and collaboration with partners on social-emotional learning, early literacy, and teacher residency initiatives.
Schools & LEAs Served
BCPS strives to exceed targets and timelines from its previous TIF grant, thereby serving more teachers and principals through this additional grant. By the end of the new grant period, BCPS aims to achieve the following in high-need schools through LEAP Ahead:
- 15 percent increase of student performance on the Florida Standards Assessments
- 90 percent of educators supporting the HCMS
- 20 percent increase in recruitment and retention of effective and highly effective educators
- 8 percent increase in effective and highly effective teachers in critical content areas
- 12 percent decrease in teachers with more than 10 absences
- 12 percent increase in teachers opting in to the districtwide PBCS
- 100 percent of identified educators receiving personalized professional development
- 100 percent of coaches completing the Coach Credentialing Program
BCPS will use both an impact evaluation and an implementation study to evaluate the program progress. The impact evaluation will include a mixed-methods study designed to determine the ultimate success of the project, as measured against 5-year objectives and annual performance measures. The implementation study will examine data collected through observations, interviews, and focus groups to provide regular feedback to program staff and to direct continuous improvement and refinement of the project.
Participating schools from BCPS include the following:
21 Elementary Schools
- Castle Hill
- North Side
- Charles Drew
- Robert C. Markham
- Thurgood Marshall
- West Hollywood
- Oakland Park
- Lloyd Estates
- Lauderhill Paul Turner
- Sanders Park
- Orange Brook
- Sea Castle
7 Middle Schools
- William Dandy
- Lauderdale Lakes
- Pompano Beach
- James S. Rickards
- Crystal Lake Community
- New Renaissance
- Deerfield Beach
4 High Schools
- Blanche Ely
- Dillard 6-12
Through the proposed project, BCPS will strategically improve its HCMS system not only to strengthen instructional and leadership practice but also to recognize the outstanding performance of its educators. By refining the teacher and principal evaluation system; making modifications to the HCMS focusing specifically on teacher preparation, recruitment, and placement; implementing an adjusted PBCS/salary structure; providing job-embedded professional learning; and providing targeted professional development on social emotional learning (SEL) and early literacy, the LEAP Ahead project will move BCPS toward its ultimate outcomes: a fully aligned and well-functioning HCMS; vibrant, thriving learning communities of highly effective educators in high-need schools; and improved life outcomes for underserved students.
Districtwide performance pay took effect on July 1, 2014, in accordance with Florida statute, through two programs: one for teachers and one for administrators. All current teachers, principals and assistant principals are eligible to opt in to these plans, and all newly hired or newly appointed educators are automatically assigned to the pay-for-performance plans. Currently, within the identified 32 high-need schools, 634 teachers and 26 principals and assistant principals have opted in to the pay-for-performance plans.
Participating educators receive salary increases based on their performance evaluated on a four-rating scale: highly effective, effective, needs improvement, and unsatisfactory. Those rated highly effective receive the largest salary increase percentage available, and those rated effective receive a salary increase between 50-75 percent of the increase percentage for the highly effective rating.
Additional bonuses for administrators are dependent on the complexity of their assigned school as determined by the following factors: percentage of students eligible for free and reduced-price lunch, English language learners, students with disabilities, percentage of students at reading levels 1 and 2, and percentage of students at reading levels 4 and 5. Additional salary dollars are added to the school leader's base salary based on total complexity points. LEAP Ahead will provide additional performance-based salary adjustments to teachers, assistant principals, and principals in identified high-need schools.
BCPS' system for professional development offers districtwide, school-based and individualized professional development for educators based on multiple sources of data, and it engages educators in creating individual growth plans to guide professional development through the deliberate practice portion of the evaluation.
Designing effective professional development offerings begins with locating the precise needs of the district's students and educators. Needs assessments involve collection, analysis, and review of data that include the following: disaggregated student achievement scores from the FSA; benchmark assessments; learning gains reports; school accountability reports; teacher performance evaluation reports; principal performance evaluation reports; iObservation data; school discipline data; parent satisfaction survey data; school climate surveys; graduation rates; and input from teachers and union representatives.
In addition, school improvement plans inform the development of deliberate practice growth plans. BCPS provides the resources and support that each teacher or administrator needs to meet deliberate practice growth plans, and that each school needs to meet school improvement plan goals. Furthermore, all schools and departments establish a professional learning team to develop, monitor and evaluate the professional learning plan for their staff. BCPS plans to use TIF funding to develop programs for effective teacher leadership development and principal leadership development that will enhance this support network.
BCPS seeks to address how teachers in high poverty schools can create socially and emotionally responsive classrooms through three focus areas of professional development: social emotional learning, early literacy and teacher residency.