OG Fro Shawn Joseph Sent: Thursday, May 19, 2022 3:17 PM. To: Alicia Prince Subject: (EXTERNAL SENDER] Resume and Background Attachments: Shawn Joseph's 2020CV pf Background: + In Nashville, Dr. Joseph requested that the board execute the clause in his contract to allow he and the board to mutually separate. + Three board members expressed concerns about school culture, how the district dealt with sexual harassment claims, and contracts. + In three years, MCPS grew faster than the state and nation in reading and math as measured by NWEA and the Tennessee State testing system, ACT scores increased, all students grew faster than the state and nation in reading and math with the exception of 5" grade math, the number of students taking and passing industry certification courses doubled, and the number of students taking and passing AP, 1B, and dual enrollment classes nearly doubled. + Dr. Joseph was selected as the person of the year for two consecutive years (2019 and 2020) by the June Newspaper for his focus on improving life outcomes for Black and Brown children. «Anyone can contact current board president Christian Buggs at 615-525-5371 or former board president, Dr. Sharon Gentry at 615-255-8757 to clarify any issues or concerns. Articles: 1. https://tntribune.com/dr-shawn-joseph-tribunes-person-of-the-vear/ 2. https://www.tennessean.com/story/news/2019/05/19/metro-nashville-schools-shawn-joseph- vanderbilt-education-professors/3733129002/ 3. https://www_newschannelS.com/news/newschannel-5-investigates/what-you-need-to-know-about shawn-josephs-controversies‘Shawn Joseph XXX Howard Ave Howard University Gaithersburg, MD, 20878 2441 4" Street, NW —— Washington, DC, 20059 DrShawnJoseph.com ledu Education Doctor of Education _ The George Washington University, Graduate School of Education and Human Development, Washington, DC (2009) Educational Administration and Policy Studies ‘Area of Emphasis: Program Evaluation Masters of Education _ Johns Hopkins University, School of Continuing Studies, Baltimore, Maryland (1999) Reading Education Area of Emphasis: Secondary Reading Education Bachelor of Science _ Lincoln University, College of Education, Lincoln University, (Cum Laude) Pennsylvania (1996) English Education Professional Appointments Current Appointment 2020-Present Assistant Professor Co-Director AASA/Howard Urban Superintendent Academy Howard University, Graduate School of Education, Department of Educational Leadership, Administration, and Policy Washington, DC 2019-2020 Visiting Professor Fordham University Graduate School of Education, Department of Educational Leadership, ‘Administration, and PolicyShawn Joseph New York, NY Past Appointments 2016-2019 Superintendent of Schools Metro Nashville Public Schools Nashville, Tennessee 2014-2016 Deputy Superintendent for Teaching and Learning Prince George’s County School District Upper Marlboro, Maryland 2012-2014 Superintendent of Schools Seaford School District Seaford, Delaware 2009-2012 Director of School Performance Montgomery County Public Schools Rockville, Maryland 2005-2009 Principal Roberto Clemente Middle Schoo! Montgomery County Public Schools Rockville, Maryland 2002-2005 Assistant Principal Redland Middle School Montgomery County Public Schools Rockville, Maryland 2001-2002 Student Support Specialist Benjamin Banneker Middle School Montgomery County Public Schools Rockville, Maryland Page 2Shawn Joseph 2000-2001 Seventh Grade Team Leader Kingsview Middle School Montgomery County Public Schools Rockville, Maryland 1996-2000 Eighth Grade English Teacher/Reading Specialist Roberto Clemente Middle Schoo! Montgomery County Public Schools Rockville, Maryland University Teaching Howard University Doctoral Program Workshop on Leadership Development (ELPS-517) Politics of Education (ELPS 518) Information Technology and School Management (ELPS 519) Dissertation Seminar (ELPS 600) Independent Study (ELPS 506) Fordham University Doctoral Program Educational Politics and Public Policy (ASGE 6331) Seminar in Ethics and Social Justice (ASGE 7448) Fordham University Master's Program Fundamentals of Administration and Management (ASGE 5112) School Finance (ASGE 6322) School Boards (ASGE 6225) George Washington University Master’s Program (Adjunct Faculty) School Community (EDUC 276) Internship Supervisor (EDUC 387) McDaniel College Master's Program (Adjunct Faculty) Educational Leadership for the 21st Century (ADM 505) The Supervision and Evaluation of School Personnel (ADM 504) Introduction to Research Methodology (EDU 550) Books Page 3Shawn Joseph Page 4 Joseph, S. (2019). Finding the Joseph within: Lessons learned from a life of struggle. Pennsaukin, NJ: BookBaby. Joseph, S. (2012). The principal's guide to the first 100 days of the school year: Creating instructional momentum. Larchmont, NY: Eye on Education. Refereed Book Chapter Joseph, S., & Roach, V. (2014). Principal succession planning: How one school district successfully improves the quantity and quality of principal candidates. In A. Danzing && L Hollingworth (Eds.), Research in learning and teaching in educational leadership. New York, NY: Information Age Publishing. Articles in Refereed Journals Joseph, S. (In-progress awaiting peer review approval). An autoethnography of a Black superintendent leading for equity in a large urban school district Joseph, S,, & Shockley, K. (January, 2020). 3 strategies to correct the historical challenges of recruiting and retaining Black educators. Principal's Magazine. Alexandria, VA: National Association of Elementary School Principals Joseph, S., & Davis, M. (2016, January). Becoming a data champion in 6 steps: How a suburban Maryland district uses its data to motivate staff and improve instruction, Schoo! Administrator, 1(73). Alexandria, VA: American Association of School Administrators. Joseph, S. (April, 2010). School district grow your own principal preparation programs: Effective elements and implications for graduate schools of education, International Journal of Educational Leadership Preparation, 2(1). Joseph, S. (2009). Planning grow your own principal preparation programs: Cultivating ‘excellence in tough economic times. /nternational Journal of Educational Planning, 18(2) Conceptualization, Development, and Administration of Leadership Training Programs Houston Independent School District Supported Mr. Kevin Hobbs, Associate Superintendent for Organizational Development in Houston Independent School District, to conceptualize and develop a district-run principal training program during the 2009-2010 school year. Specific duties included supporting the conceptual design of the program, training executive staff on the implementation of the program, and providing technical support to program staff.‘Shawn Joseph Page 5 Syracuse City School District Supported Dr. Sharon Contreras and the Syracuse City School District to ensure a strong assistant principal and principal pipeline by working with the Office of Human Resources to train 150 aspiring principals and assistant principals, resulting in 80 percent of candidates filling open assistant principal and principal vacancies between 2013 and 2016. The weekend training was conducted in a cohort format. Guilford County Public Schools Supported Dr. Sharon Contreras and the Guilford County Public School district to conceptualize a strong principal pipeline program focused on supporting leaders of color. The initial cohort will begin in January of 2020 with 25 candidates. The goal is to coach/train a cohort of leaders of color to understand the political environment, strengthen instructional skis to effectively lead for equity, and increase effective cross-cultural communication Wallace Foundation Consultant Supported the Wallace Foundation as it expands its work on the development of effective principal pipelines, by working with Guilford County Public Schools, Pittsburgh Public Schools, and Indianapolis Public Schools to self-evaluate efforts within their school districts. During the 2019-2020 school year districts will be offered technical support and advice on appropriate next steps based upon their assessment of their program in relation to the Wallace Principal Pipeline Self-Study Guide for Districts. Nashville Unchained Partnered with the Nashville NAACP, Equity Alliance, Interdenominational Minister's Fellowship, and Gideon's Army to empower Nashvillians to use their voices to strengthen educational opportunities, economic opportunities, and political empowerment. Southem Westchester BOCES Partnered with Southern Westchester BOCES to train school leaders from school districts in Southern Westchester, NY, on Race, Equity, and Social Justice and to improve student outcomes of historically marginalized students. Dissertation Committee Memberships Committee for Doug Anthony, Ed.D., Department of Teaching, Learning, Policy, and Leadership, University of Maryland, College Park, February 18, 2016. Committee for Jeffrey Holmes, Ed.D., Department of Teaching, Learning, Policy, and Leadership, University of Maryland, College Park, March 16, 2016.Shawn Joseph Page 6 Committee for LaFaye Burris, Ed.D., Department of Educational Administration and Policy Studies, The George Washington University, April 20, 2016. Committee for Ron Gamma, Ed.D., Department of Educational Administration and Policy Studies, Fordham University, July 9, 2020. Committee for Danielle Chapman, Ed.D., Department of Educational Administration and Policy Studies, Fordham University, December, 2020. Presentations (selective) Refereed Presentation Grillo, L, Rodriguez, C,, & Joseph S. (2019). Creating Equity Oriented Leaders in Historcially Black Colleges and Jesuit Institutions. Paper presented at the University Council of Educational Administration (UCEA) National Conference, New Orleans, October 20, 2019. Joseph, S. (2010). How schools of education and schoo! districts partner to create exemplary principals. Paper presented at the 2010 National Council of Professors of Educational ‘Administration Conference, Washington, DC, Aug 3, 2010. Invited Presentations Joseph, S, Jacobs, V,, and Baskins, J. (2020). Schoo! Board Session on Equity. Council of School Attorneys Conference, National School Board Association, Washington, DC, October 27. Joseph, S,, & Sneed, M. (2019). Engaging with student activism after Parkland: First Amendment and other considerations for school leaders. Paper presented at the School Superintendent Association National Conference, American Association of Schoo! Administrators, Los Angeles, CA, February 15. Joseph, S., & Sneed, M. (2018). What to do if Isis comes to your school district Paper presented at the School Superintendent Association National Conference, American Association of School Administrators, Nashville, TN, February 15. Joseph, S,, & Felder, M. (2018). A schoo/ district's plan to execute on a system-wide literacy plan. Paper presented at the Council of Great City Schools National Conference, Baltimore, MD, October 25. Joseph, S, Fentress, T., & Gentry, S. (2018) Best practices in superintendent evaluation. Paper presented at the Council of Great City Schools National Conference, Baltimore, MD, October 26Shawn Joseph Page 7 Joseph, S., Fentress, T., & Gentry, S. (2018) Best practices in superintendent evaluation Paper presented at the Council of Urban School Boards Conference, Las Vegas, NV, September = Joseph, S. (2018) Leading for equity thought partner panel, Paper presented at the School Superintendent Association National Conference, American Association of School Administrators, Nashville, TN, February 16. Joseph, S. (2014). Becoming a data champion. Paper presented at the Performance Matters National Conference, Orlando, FL, January 26. Joseph, S. (2013). The first 100 days of the school board/superintendent relationship: Creating community momentum. Paper presented at the National Schoo! Board Association, ‘Alexandria, VA, San Diego, CA, April 13. Joseph, S. (2008). Leading for equity. Paper presented at the Maryland Instructional Leadership Institute, Towson University, Towson, MD, Baltimore, MD, January 20. Joseph, S. (2008). Creating adaptive leaders. Paper presented at the National Staff Development Association, Washington, DC, December 5 Joseph, S. (2008). Ensuring equity and excellence in schools. Paper presented at the National Conference of People of Colour, Stony Brook, NY, July 15. Invited Addresses Arbinger Institute Keynote Speaker, Spring 2019 Tennessee State University Commencement Speaker, Fall 2018 Urban League of Nashville 50th Anniversary Speaker, Annual Convention, 2018, Awards 2020. Tribune Newspaper Person of the Year. 2019 Tribune Newspaper Person of the Year. 2019 Greater Nashville Association of Black School Educators Trailblazer Award.Shawn Joseph Page 8 2019 Phi Delta Kappa, Nashville Chapter, Leadership Award. 2019 Watson Grove Church, Nashville, Community Agitator Award. 2018 Delta Sigma Theta Sorority Inc, Nashville Alumni Chapter, Citizen of the Year Award. 2018 Alpha Kappa Alpha Sorority Inc, Environmental Leadership Award 2016 Andrew Young Leadership Award 2010 American Educational Research Association's “Outstanding Dissertation Award” in the area of Learning and Teaching in Educational Leadership (LTEL) SIG. 2009 Maryland Association of Secondary School Principal's Met/Life Middle Level “Principal of the Year.” 2009 Emerging Leader, Association for Supervision and Curriculum Development. Professional Association Memberships 2012-Present: American Association of School Administrators 2016-Present: Omega Psi Phi Fraternity, Inc, Gamma Phi and Mu Nu Chapter. 2017-Present: Sigma Phi Pi Fraternity, inc, Chi Chapter and Epsilon Chapter. 2017-Present: Board of Trustee, Learning Forward. 2019-Present: American Educational Research Association. 2019-Present: University Council for Educational Administration. 2019-2020: Metropolitan Council for Educational Administration Programs. 2018-2019: Board of Trustee, American Heart Association of Middle Tennessee. 2017-2019: Board of Trustee, Junior Achievement of Middle Tennessee. 2016-2019: Metro Nashville Rotary. 2016-2019: Board of Trustee, PENCIL. 2016-2019: Board of Trustee, Alignment Nastwille. 2016-2019: Board of Directors member, Council of Great City Schools. 2007-2009: The Maryland Association of Supervision and Curriculum Development. References Dawn Williams, Ph.D. Dean, Howard University Graduate School of Education MEE oad ecu Virginia Roach, Ed.D. Former Dean, Fordham University Graduate School of EducationShawn Joseph Christiane Buggs Board President, Metro Nashville Public Schools | cor Jerry Weast, Ed.D. Former Superintendent, Montgomery County Public Schools m Page 91G From: Shawn Joseph Sent: Friday, May 20, 2022 10:41 AM To: Alicia Prince Subject: EXTERNAL SENDER] Re: Scope of Services Attachments: Joseph & Assoc LL Scope of Services dock Here you go. shawn Co-Director, Urban Superintendent Academy/Assistant Professor / Howard University A. 2441 4th St NW, Washington, DC 20059 a ST eT From: Alicia Prince| Sent: Thursday, May 19, 2022 7:21 PM To: Shawn Joseph| Subject: Scope of Services Good Evening Dr. Joseph- In light of our discussion today, we need created a scope to align with services from Joseph and Associates LLC. Please find it attached. Additionally, your company will need to register as a vendor with the District so we can process your payments. | am including my EA, Colleen who will send over that information and can answer any questions. Dave is included on this email to support with any changes you may want to make to the scope. Please feel free to reach out with any questions. Alicia Alicia M. Prince Chief of Staff The School District of Philadelphia | Office of the Superintendent440 N. Broad Street | Suite 301 | Philadelphia, PA 19130 ron "Be Part of the Progress”Comprehensive Transition Team Support Thank you for the opportunity to present this overview of the services that Joseph and Associates LLC can provide to the School District of Philadelphia during the transition of the Superintendent Elect, Dr. Tony B. Watlington, Sr. Per the School District of Philadelphia's request to ensure that there is coherence and focus to address systems and processes to achieve the Goals and Guardrails, we have developed a customized plan to comprehensively execute a seamless transition process. Joseph and Associates LLC is uniquely qualified to support this transition and can provide an aligned, cohesive, and focused approach to delivering transition services including, transition team support, capacity building, governance and administrative support, and comprehensive strategic planning. These services will be tightly aligned with the five priority areas in Dr. Watlington’s 100 Day Plan to seamlessly transition into the strategic planning process: Priority Area 1: Engage Stakeholders and Build Trust, Priority Area 2: Assess Teaching and Learning Priority Area 3: Assess District Leadership Capacity and Alignment Priority Area 4: Assess Operations, Facilities, and Finances Priority Area 5: Assess Student and Staff Well-Being Description of the Firm Joseph and Associates LLC are education leaders who have decades of service in K-12 public. schools, universities, and colleges. Many Associates are former public-school superintendents who understand the unique challenges of working collaboratively with internal and external stakeholders to align the district's work to create significant improvements in student outcomes. The firm and Associates are active in national organizations including the American Association of School Administrators (AASA), National Alliance of Black School Educators (NABSE), the Association of Latino Administrators and Superintendents (ALAS), and the National School Boards Association (NSBA). Approach Our Associates are educators and understand from experience that collaboration with Boards of Education, executive leadership teams, and educators is essential to the process as each school district is unique in its demographics and experience. The team has deep national connections that will enable The Schoo! District of Philadelphia to benefit from the insight of thought leaders. including, but not limited to the AASA/Howard Urban Superintendent Academy, HBCUs, local and national higher education partners, and industry leaders to ensure that there is seamless coherence and focus as partners collaborate to achieve The School District of Philadelphia’sGoals and Guardrails. Associates and Contracted Advisors Dr. Shawn Joseph: Dr. Joseph’s passion for equity and social justice has led him to serve in a number of positions in the education sector, including teacher, school administrator, central office adi istrator, and Superintendent in Delaware and Tennessee. He is the president of Joseph and Associates LLC, a leadership development firm that focuses on improving equitable outcomes for all children. He served on the faculty of Fordham Univer the Department of Educational Leadership, Administration, and Policy during the 2019-2020 school year and is currently Co-Director of the AASA/Howard Urban Superintendent Academy and Assistant Professor of Educational Leadership, ‘Administration, and Policy Studies at Howard University. Dr. Joseph was honored by his peers as the National Association of Secondary ‘School Administrator’s Met-Life Middle School Principal of the year for the State of Maryland and the recipient of the American Educational Research Association’s Outstanding Dissertation Award in the area of Educational Leadership. In 2019 and 2020, Dr. Joseph was selected as the Person of the Year by the Tribune Newspaper in Nashville. His first book, The Principal's Guide to the First 100 Days of the School Year: Creating Instructional Momentum, offers insight into the complexity of the principalship and suggests strategies for focusing on increasing student achievement. In 2019, he published the book Finding the Joseph Within, a memoir which tells the account of his professional journey and how faith and perseverance unleashed favor upon his Dr. Joseph earned a Doctoral degree in educational administration and policy studies from The George Washington University and a master’s degree from The Johns Hopkins University. His Bachelor’s degree is from Lincoln University, Pennsylvania, America’s oldest Historically Black College. Dr. Betty Molina Morgan: Dr. Elizabeth (“Betty”) Molina Morgan, President of The Morgan Education Group, is a consultant to public sector, non-profit and private entities. She has been the Chief Education Advisor to America’s Promise Alliance, an organization founded by General Colin and Mrs. Alma Powell and has consulted and delivered presentations and keynote addresses to a wide range of organizations, such as: agencies of the Federal Government; ExxonMobil; the Napa Valley Educators’ Exchange; the College Board; the South Carolina Association of School Administrators; the Metro Nashville Public Schools, and at numerous, national conferences and convenings.Dr. Morgan served for nearly a decade as superintendent of the Washington County (MD) Public Schools, a system of wide diversity with a high student poverty population. She held a number of leadership positions in Maryland’s public schools, including Chief Academic Officer in the Baltimore City School System during the first major successful turnaround effort; Associate Superintendent in the Frederick County Schools; and four positions, including ELL/Bilingual Programs in the Montgomery County Schools, where she spent the majority of her earlier career as an administrator. rector of Dr. Morgan has been the recipient of numerous fellowships, honors, and awards for excellence in leadership, including being the first superintendent from Maryland to be named National Superintendent of the Year in 2010 by The American Association of School Administrators; being, singled out as one of Maryland’s “Top 100 Women;” and having been the recipient of both the Hispanic Heritage Foundation’s Education Award, and the Carver Foundation’s "Child of America” Award. She was honored in 2013 by the NFL and Baltimore Ravens for her leadership work on behalf of the Hispanic community of Maryland. She holds a PhD in Administration from American University, in Washington, D.C., and is a proud graduate of the City University of New York, Queens College Campus. Dr. Constance Evelyn: Dr. Constance D. Evelyn has served as a Superintendent of Schools for over 10 years. She has been honored by the NYS Legislature for her ceaseless commitment to students across the state. Dr. Evelyn was awarded the National Harriet Tubman Medal of Freedom for her steadfast dedication to ensuring equitable access to inclusive, high-quality standards-based learning environments. Over the past three decades, Dr. Evelyn has transformed schools and districts through her ability to identify and execute systems that close ‘opportunity gaps leading to increased success for students and educators. Her innovative problem-solving strategies have increased the capacity of multiple districts and communities to build sustainable cultures of excellence. Dr. Evelyn is the author of the book Evaluating the Superintendent: The Process of Collaborative Compromises and Critical Considerations. She consults school boards around the country supporting governance efforts. Dr. Evelyn earned a Bachelor's degree from the College of Staten Island, two Master’s degrees from Long Island University, and a Doctorate from Russell Sage College. Dr. Henderson Lewis: Dr. Henderson Lewis, Jr. has served as the superintendent of NOLA Public Schools since March 18, 2015, becoming one of the youngest and longest-tenured leaders in the181-year history of public education in New Orleans, Superintendent Lewis oversaw the 2018 unification of public schools in New Orleans with those schools run by the state of Louisiana. NOLA-PS established an accountability framework that holds charter schools to high standards. Dr. Lewis led important work around equity that led to the renaming of 21 school buildings in 2021 to separate the school system of today from the dubious honors bestowed in the past to slaveholders and segregation sympathizers. During his time as superintendent, he led NOLA-PS through the pandemic. That work has helped NOLA PS lead when it came to reopening schools with adequate technology, gaining. access to COVID testing, and securing access to vaccines. Dr. Lewis also coordinated the addition of the COVID-19 Vaccine to the list of required vaccinations for students 5 and up. Before joining the District, Dr. Lewis worked for the Algiers Charter Schools Association for six years, serving as the founding principal at Algiers Technology Academy. He also taught for seven years at neighboring St. Bernard Parish Public Schools and represented District 9 on the St. Bernard Parish Public School Board for 11 years. He also served as superintendent in East Feliciana Parish before joining NOLA-PS. Dr. Christine Johns: Dr. Christine Johns served as the superintendent in Utica, Mich., Community Schools for 14 years. She previously worked in the 108,000-student Baltimore County, Md., Public Schools, where she served as deputy superintendent for curriculum and instruction, Earlier Johns worked as assistant superintendent for instructional services in Pasadena, Calif, and as an elementary school principal and instructional specialist in Prince George's County, Md. Dr. Johns has been recognized nationally for her innovation in the areas of instructional technology and early childhood instruction. Her work in personalized learning and implementing instructional programs to address the needs of historically marginalized students has also been hailed by College Board. Dr. Johns tripled the number of students taking. advanced placement courses while dramatically increasing the number of students of color and students living in poverty taking and passing the exams. Dr. Johns served as a lead instructor and mentor for AASA's national superintendent certification program and the AASA/Howard University Urban Superintendent Academy. A native of western Pennsylvania, Johns holds a Bachelor’s degree the University of Pittsburgh, a Master's degree from Johns Hopkins University, and a Doctorate in Educational Administration from Harvard University.Dr. James E. Davis: Dr. James Earl Davis was recently appointed as the Interim Dean for the College of Education at Temple University. His research focuses on gender and schooling outcomes; men, boys and masculinity; sociology of higher education; and applied research methods. He is particularly interested in issues of access and equity in the educational pipeline as they are informed by gender, race, class, and the intersection of these social locations. His research agenda has been driven by recurring questions related to what we know about the social context of identity and how institutions (e.g., schools, college and universities, families, and communities) and policy (e.g, education reform, gender-based instruction and schools) are implicated in academic and social outcomes. He's had the opportunity to work with inspiring colleagues and graduate students who continue to refine his work and its impact. Currently, he has funding from the National Science Foundation for the project, “STEMing the Tide: Exploring Factors Related to Males of Color Interest, Engagement and Achievement in Mathematics and Science.” This project will facilitate the dissemination of the most recent research about identity and it relationship to science and mathematics achievement for boys and young men of color. Dr. Andrea M. Kane: Dr. Andrea M. Kane is a Professor of Practice in Educational Leadership at the University of Pennsylvania's Graduate School of Education. Previously, she served as Superintendent of Schools for Queen Anne’s County Public Schools in Maryland. Her tenure as a teacher and administrator in K-12 public school districts in Maryland and Virginia began in 1996 and ended in 2021. Dr. Kane held a multitude of instructional roles including para-professional,, classroom teacher, assistant principal, principal, senior manager for school improvement, Assistant Superintendent for Curriculum & Instruction, and Associate Superintendent for School Performance prior to being appointed as Superintendent of Schools for Queen Anne's County. Dr. Kane's visionary leadership proved to be effective in large suburban, urban, and small rural districts earning her the Governor's Citation for instructional leadership, recognition for the first fully virtual learning program for public elementary and middle schoo! students in Maryland, recognition from the Maryland Association of Environmental Outdoor Education (MAEOE) for achieving Green School certification in 100% of schools in Queen Anne's County Public Schools (QACPS) in 2020 and 2021, recognition for the first National Blue Ribbon School in QACPS history (2020-21), the State's highest graduation rate for four consecutive years (2015/16 thru 2018/19), a ranking of six out of 24 schoo! districts in Maryland in 2019, a grant award for one million dollars for an innovative outdoor environmental education and STEAM summer program in 2021, and induction into the prestigious Baltimore City College High School Hall of Fame (2018)In Richmond Public Schools Dr. Kane led the development, implementation, and monitoring of the district Academic Improvement Plan (AIP) and performance targets, the driving force for improving teaching and learning. This work resulted in measurable increases in reading and math performance, the number of fully accredited schools from 2014-2017, student enrollment in International Baccalaureate (18) courses, and the percentage of students attending two- or four-year colleges/universities. Dr. Kane currently serves as a co-chair for the Superintendent's Environmental Education Collaborative, a member of the Board of Directors for the Maryland Association of Environmental and Outdoor Education (MAEOE], and a member of the Advisory Board for the Achieving Academic Equity and Excellence for Black Boys Task Force with the Maryland State Department of Education. Dr. Camika Royal: Dr. Camika Royal is an urban education expert with more than 20 years of experience. Her work focuses on the intersections of race, politics, history, and urban school reform. She spent seven years as an urban education professional in the public schools of Baltimore City and Washington, D.C,, teaching, coaching teachers, and helping to lead a charter high school. In 2006, Dr. Royal returned to her hometown—Philadelphia—and transitioned to higher education, first by teaching pre-service teachers at Lincoln University of Pennsylvania, then for other colleges and universities in the Philadelphia and Baltimore regions, while she continued to coach and support urban school leaders and teacher educators. In 2014, she returned to Baltimore as Assistant Professor of Urban Education at Loyola University Maryland. There, she helped to launch the School of Education's urban education minor, and for two years, she led the Center for Innovation in Urban Education (CIUE). Under her leadership, the CIUE’s externally facing work was aimed toward anti-racist, anti-oppressive education in partnership with urban schools and community organizations. The internally facing work was devoted to challenging the colorblind racist ideology that permeates traditional pre-service preparation and in-service educator development. During her tenure, she established the CIUE's first ever Community Advisory Board, secured a partnership with the Baltimore Algebra Project, and brought the Free Minds, Free People Conference to Loyola University Maryland in the summer of 2017. In 2021, Dr. Royal was tenured and promoted to the rank of Associate Professor. Dr. Royal's debut forthcoming book, Not Paved For Us: Black Educators and Public School Reform in Philadelphia, will be released in April of 2022 from Harvard Education Press. She is a highly requested speaker, consultant, and professional developer on issues of school context-based racism and other forms of oppression through ideologies, policies, and practices.Scope of Services Joseph and Associates LLC is uniquely prepared to offer a variety of services over three phases including 1) supporting the implementation of a 100-day plan, 2) developing and implementing a transition team, 3) building leadership capacity of the executive leadership team, 5) providing governance and administration support. Joseph and Associates and key client stakeholders meet to discuss the scope and objectives for the transition support. In consultation with Dr. Watlington and the executive cabinet, the team will map out activities in phases starting in April 2022 and how to best use available services, ‘A. 100 Day Plan Support Dr. Shawn Joseph has extensive experience supporting the development of a 100-day plan that allows a school district to “focus on focus”. Once a plan is developed and approved, Dr. Joseph can support the superintendent as he develops structures to implement 100-day activities to ensure alignment to improving student achievement, partnering with parents and families, welcoming and supporting schools, and anti-racist pedagogy and practices. B. Capacity Building of the Executive Leadership Team Joseph and Associates LLC will leverage its consultants to address executive level staff members’ strengths and growth areas. No organization exceeds the capacity of its leadership, and an Westment in human capital directly supports improved student achievement. We will collaborate with the superintendent to identify consultants with extensive experience that match the unique needs of The School District of Philadelphia to provide executive coaching and support to key executive cabinet members. Specifically, consultants will: Review resumes to understand cabinet executives’ experience and expertise © Use leadership assessment inventories to get to know executive leadership team © Meet with executive cabinet members to understand their perspectives of their strengths, areas of growth, and successes and challenges within their school departments/divisions Develop a specific coaching plan based upon school district key performance indicators Provide virtual and in-person feedback/coaching sessions based upon identified areas of growth and development @ Provide feedback and support to executives as they implement their core work © Support existing and emerging principal development/pipeline programs within the rict of Philadelphia in collaboration with identified partners (If needed) ‘© Review current organizational structure, alignment, and capacity to achieve the Goals and Guardrails SchoolTransition Team Support Dr. Shawn Joseph and Dr. Betty M. Morgan have worked together to implement transition activities in Prince George’s County Public Schools, MD; Montgomery County Public Schools, MD; Metro Nashville Public Schools, TN; and Guilford County Public Schools, NC. In addition, Dr. Joseph supported transition work in Baltimore County Public Schools, MD. In the School District of Philadelphia, the transition team work with prioritize the superintendent's five key priority areas (1) Engaging Stakeholders and Building Trust (2) Teaching and Learning (3) District Leadership Capacity and Alignment (4) Operations, Facilities, and Finances, and (5) Student and Staff Well-Being. The following activities will be associated with the development and implementation of the transition team work: * Collaborate with the superintendent to identify transition team leaders and sub-committee leaders with national expertise in the areas of (a) family and community engagement (b) teaching and learning/academic achievement (c) operations and finance (d) anti-racist pedagogy and practices © Collaborate with superintendent to identify staff and community members to contribute to sub- committee work © Develop a structure for sub-committee leaders to research key areas of focus and propose short- term and long-term recommendations within their subcommittees Facilitate large group transition team meetings Develop a written report capturing short-term and long-term recommendations for each subcommittee D. Governance and Administrative Support The success of any new governance team is dependent upon the board of education and the superintendent's team getting to know one another and developing a shared moral purpose. The respective roles of the Board, Superintendent and executive leadership team are clarified ‘through the concepts of trusteeship, governance, management, continuous improvement, and systematic change. Developing and maintaining effective Board-Superintendent-Leadership relations, the need for long- and short-range planning, consensus decision-making, and other components of successful governance are also addressed, Joseph and Associates LLC will work with the School District of Philadelphia's governance team to do the following: Establish effective communication protocols Refine/develop a board handbook Collaborate to develop year 1 goals for the superintendent Understand the strengths and potential blind spots of the governance teamFinalize key performance indicators Joseph and Associates LLC will also work with the superintendent's cabinet to do the following: Effectively monitor strategic key performance indicators Develop a system to report progress and challenges related to achieving key goals Collaborate to develop department goals aligned to key performance indicators Develop an effective system to report on key performance indicators to the board of education and community Understand the strengths and potential blind spots of the executive cabinet, Pricing Joseph and Associates LLC works collaboratively with school personnel to develop the optimal delivery method for consulting services. Services can be modified to be delivered given the time and situation available. An hourly rate of $300 is billed for services outside of the proposed scope of work ‘Section | Item Cost Context Narrative A 100 Day plan support including | $10,000 _| This support includes implementation design of templates, advisement monitoring and well as the communication for implementation, editing and strategy internally and externally. drafting, and 100 Day Report Update formatting and presentation Section A Total: | $10,000 # [item Cost Context Narrative B._ | TTI Assessments $6,250 | TTlassessments will be administered to cabinet members and/or governance team members. Debriefs will be conducted and team reports will be generated to understand the behaviors and motivating forces of team members. The assumption is for a total of 50 participants. Team TTI Reports including debriefs | $2,000 | $250 fora 1 hour session to debrief the report. B. Assumption is for 8 teams. B, | Administrative Team Analysis $30,000 | 5 HYA team members will review resumes, review TT! assessments, interview key executive cabinet members, conduct focus groups, review school system data and KPIs, and review TTI Team Reports to assess strengths and opportunities for growth of departmental teams, A report will be generated. The assumption is for 5 departments and a‘maximum of 20 hours of work @ $300 per hour--$6,000 per department. Section B Total: | $38,250 # item Cost Context Narrative | Transition Team Development, $150,000 | This includes coordinating the work of Implementation, and Updates national experts, paying honorariums for each of the national experts, drafting the final report C.__ | 10 days of in person travel $10,000 _ | This is an assumption of total consultant estimated @ 1,000 a day for hotel travel. and travel C. | 20 days of Consultant Support $48,000 _ | This is an assumption of 20 days of consultant work by all consultants based upon $300 per hour for an 8 hour day. Section € Total: | $208,000 # [Item Cost Context Narrative D. | 4 Administrative/Board retreats $12,000 | 4 administrative/board retreats to be determined. ‘Section D Total: | $12,000 Total Costs of Sections A-D | $268,250 Reimbursement Costs Travel expenses for Joseph and Associates LLC will be borne by the District. Expenses are billed after travel is complete. Travel expenses of candidates will be submitted by the candidate directly to the District. Additional Services If the District wishes to secure additional services beyond those described in this agreement or to design customized workshops and services, these services can be discussed and defined with the consultants and added to the contract as an addendum. Business Relationship ‘© The District and Joseph and Associates LLC agree that Joseph and Associates LLC does not have the status of employee, shall not be entitled to any employee fringe benefits and shall function as an independent contractor. ‘© The District agrees that any and all Intellectual Property and technology designed, made 10or conceived by Joseph and Associates LLC (solely or jointly with others) arising from Joseph and Associates LLC’s work for the District, is the sole property of Joseph and Associates LLC, without royalty or other consideration to the District. © The District and the Board understands that it is unlawful for it to either disclose to any person outside of the District’s employment or make any unauthorized use of Joseph and Associates LLC trade secrets or confidential information unless it can be shown that such information has become public knowledge through no act of the District or Board. Term The proposed initial term for this contract is for the period April 2022 through December 31, 2022 and will not exceed $275,000.000. This contract can be extended via an addendum. "OG From: Shawn Joseph| Sent: Saturday, May 21, 2022 10:16 AM T ‘Alicia Prince Subject: [EXTERNAL SENDER] Revised Scope of Work Attachments: Joseph & AssocLL Scope of Services docx Hello, Here you go. Co-Director, Urban Superintendent Academy/Assistant Professor / Howard University 2441 4th St NW. Washington, DC 20059 a w ee: eeComprehensive Transition Team Support Thank you for the opportunity to present this overview of the services that Joseph and Associates LLC can provide to the School District of Philadelphia during the transition of the Superintendent Elect, Dr. Tony B. Watlington, Sr. Per the School District of Philadelphia's request ‘to ensure that there is coherence and focus to address systems and processes to achieve the Goals and Guardrails, we have developed a customized plan to comprehensively execute a seamless transition process. Joseph and Associates LLC is uniquely qualified to support t transition and can provide an aligned, cohesive, and focused approach to delivering transition services including, transition team support, capacity building, governance and administrative support, and comprehensive strategic planning. These services will be tightly aligned with the five priority areas in Dr. Watlington’s 100 Day Plan to seamlessly transition into the strategic planning process: Priority Area 1: Engage Stakeholders and Build Trust Priority Area 2: Assess Teaching and Learning Priority Area 3: Assess District Leadership Capacity and Alignment Priority Area 4: Assess Operations, Facilities, and Finances Priority Area 5: Assess Student and Staff Well-Being Description of the Firm Joseph and Associates LLC are education leaders who have decades of service in K-12 public schools, universities, and colleges. Many Associates are former public-school superintendents who understand the unique challenges of working collaboratively with internal and external stakeholders to align the district's work to create significant improvements in student outcomes. The firm and Associates are active in national organizations including the American Association of School Administrators (ASA), National Alliance of Black School Educators (NABSE), the Association of Latino Administrators and Superintendents (ALAS), and the National School Boards Association (NSBA) ‘Approach Our Associates are educators and understand from experience that collaboration with Boards of Education, executive leadership teams, and educators is essential to the process as each school district is unique in its demographics and experience. The team has deep national connections that will enable The School District of Philadelphia to benefit from the insight of thought leaders, including, but not limited to the AASA/Howard Urban Superintendent Academy, HBCUs, local and national higher education partners, and industry leaders to ensure that there is seamless coherence and focus as partners collaborate to achieve The School District of Philadelphia'sGoals and Guardrails. Associates and Contracted Advisors Dr. Shawn Joseph: Dr. Joseph's passion for equity and social justice has led him to serve in a number of positions in the education sector, including teacher, school administrator, central office administrator, and Superintendent in Delaware and Tennessee. He is the president of Joseph and Associates LLC, a leadership development firm that focuses on improving equitable outcomes for all children. He served on the faculty of Fordham University in the Department of Educational Leadership, Administration, and Policy during the 2019-2020 school year and is currently Co-Director of the AASA/Howard Urban. Superintendent Academy and Assistant Professor of Educational Leadership, ‘Administration, and Policy Studies at Howard University. Dr. Joseph was honored by his peers as the National Association of Secondary School Administrator's Met-Life Middle Schoo! Principal of the year for the State of Maryland and the recipient of the American Educational Research Association's Outstanding Dissertation Award in the area of Educational Leadership. In 2019 and 2020, Dr. Joseph was selected as the Person of the Year by the Tribune Newspaper in Nashville. His first book, The Principal's Guide to the First 100 Days of the School Year: Creating Instructional Momentum, offers insight into the complexity of the principalship and suggests strategies for focusing on increasing student achievement. In 2019, he published the book Finding the Joseph Within, a memoir which tells the account of his professional journey and how faith and perseverance unleashed favor upon his life. Dr. Joseph earned a Doctoral degree in educational administration and policy studies from The George Washington University and a master’s degree from The Johns Hopkins University. His Bachelor’s degree is from Lincoln University, Pennsylvania, America’s oldest Historically Black College. Dr. Betty Molina Morgan: Dr. Elizabeth (“Betty”) Molina Morgan, President of The Morgan Education Group, is a consultant to public sector, non-profit and private entities. She has been the Chief Education Advisor to America’s Promise Alliance, an organization founded by General Colin and Mrs. Alma Powell and has consulted and delivered presentations and keynote addresses to a wide range of organizations, such as: agencies of the Federal Government; ExxonMobil; the Napa Valley Educators’ Exchange; the College Board; the South Carolina Association of School Administrators; the Metro Nashville Public Schools, and at numerous, national conferences and convenings.Dr. Morgan served for nearly a decade as superintendent of the Washington County (MD) Public ‘Schools, a system of wide diversity with a high student poverty population. She held a number of leadership positions in Maryland's public schools, including Chief Academic Officer in the Baltimore City School System during the first major successful turnaround effort; Associate Superintendent in the Frederick County Schools; and four positions, including Director of ELL/Bilingual Programs in the Montgomery County Schools, where she spent the majority of her earlier career as an administrator. Dr. Morgan has been the recipient of numerous fellowships, honors, and awards for excellence in leadership, including being the first superintendent from Maryland to be named National Superintendent of the Year in 2010 by The American Association of School Administrators; being singled out as one of Maryland’s “Top 100 Women;” and having been the recipient of both the Hispanic Heritage Foundation’s Education Award, and the Carver Foundation’s “Child of America” ‘Award. She was honored in 2013 by the NFL and Baltimore Ravens for her leadership work on behalf of the Hispanic community of Maryland. She holds a PhD in Administration from American University, in Washington, D.C,, and is a proud graduate of the City University of New York, Queens College Campus. Dr. Constance Evelyn: Dr. Constance D. Evelyn has served as a Superintendent of Schools for over 10 years. She has been honored by the NYS Legislature for her ceaseless commitment to students across the state. Dr. Evelyn was awarded the National Harriet Tubman Medal of Freedom for her steadfast dedication to ensuring equitable access to inclusive, high-quality standards-based learning environments. Over the past three decades, Dr. Evelyn has transformed schools and districts through her ability to identify and execute systems that close opportunity gaps leading to increased success for students and educators. Her innovative problem-solving strategies have increased the capacity of multiple districts and communities to build sustainable cultures of excellence. Dr. Evelyn is the author of the book Evaluating the Superintendent: The Process of Collaborative Compromises and Critical Considerations. She consults school boards around the country supporting governance efforts. Dr. Evelyn earned a Bachelor's degree from the College of Staten Island, two Master's degrees from Long Island University, and a Doctorate from Russell Sage College. Dr. Henderson Lewis: Dr. Henderson Lewis, Jr. has served as the superintendent of NOLA Public Schools since March 18, 2015, becoming one of the youngest and longest-tenured leaders in the181-year history of public education in New Orleans. Superintendent Lewis oversaw the 2018 unification of public schools in New Orleans with those schools run by the state of Louisiana. NOLA-PS established an accountability framework that holds charter schools to high standards. Dr. Lewis led important work around equity that led to the renaming of 21 school buildings in 2021 to separate the school system of today from the dubious honors bestowed in the past to slaveholders and segregation sympathizers. During his time as superintendent, he led NOLA-PS through the pandemic, That work has helped NOLA PS lead when it came to reopening schools with adequate technology, gaining, access to COVID testing, and securing access to vaccines. Dr. Lewis also coordinated the addition of the COVID-19 Vaccine to the list of required vaccinations for students 5 and up. Before joining the District, Dr. Lewis worked for the Algiers Charter Schools Association for six years, serving as the founding principal at Algiers Technology Academy. He also taught for seven years at neighboring St. Bernard Parish Public Schools and represented District 9 on the St. Bernard Parish Public School Board for 11 years. He also served as superintendent in East Feliciana Parish before joining NOLA-PS. Dr. Christine Johns: Dr. Christine Johns served as the superintendent in Utica, Mich., Community Schools for 14 years. She previously worked in the 108,000-student Baltimore County, Md., Public Schools, where she served as deputy superintendent for curriculum and instruction, Earlier Johns worked as assistant superintendent for instructional services in Pasadena, Calif, and as an elementary school principal and instructional specialist in Prince George's County, Md. Dr. Johns has been recognized nationally for her innovation in the areas of instructional technology and early childhood instruction. Her work in personalized learning and implementing instructional programs to address the needs of historically marginalized students has also been hailed by College Board. Dr. Johns tripled the number of students taking advanced placement courses while dramatically increasing the number of students of color and students living in poverty taking and passing the exams. Dr. Johns served as a lead instructor and mentor for AASA’s national superintendent certification program and the AASA/Howard University Urban Superintendent Academy. A native of western Pennsylvania, Johns holds a Bachelor's degree the University of Pittsburgh, a Master's degree from Johns Hopkins University, and a Doctorate in Educational Administration from Harvard University.Dr. Randy Bridges: Dr. Randy Bridges has served as superintendent of school systems ranging in size from 5000 to 30,000 students in North and South Carolina and Virginia. He has been a public-school educator for over 35 years; holding positions as a classroom teacher/coach, middle school assistant principal, middle and high school principal, associate superintendent of human resources and public relations. Dr. Bridges received his associate in arts degree from Louisburg Junior College, undergraduate and masters’ degrees from the University of North Carolina at Pembroke, and a doctorate of education from Fayetteville State University. During his career he has served on several state and national committees and boards. Dr. Bridges is a former member of the prestigious Schlechty Center Superintendents’ Leadership Network and the Education, Research, and Development Institute. Among many awards and achievements, Dr. Bridges is a recipient of the Outstanding Alumni Award for the University of North Carolina at Pembroke and was named North Carolina Superintendent of the Year by the North Carolina School Boards Association and the North Carolina Association of Educators during his ten years as a superintendent in North Carolina. In 2015, he received The Order of the Long Leaf Pine Award, which is the highest civilian recognition presented by the Governor of, North Carolina. In 2013 Dr. Bridges started his consulting company, Creative Education Solutions, Inc, He has worked with school systems in North and South Carolina in the areas of strategic planning, superintendent-board relations, superintendent evaluation, reorganizing and evaluating central office staff, and currently serves as a mentor to several superintendents and principals in North and South Carolina. Dr. James E. Davis: Dr. James Earl Davis was recently appointed as the Interim Dean for the College of Education at Temple University. His research focuses on gender and schooling outcomes; men, boys and masculinity; sociology of higher education; and applied research methods. He is particularly interested in issues of access and equity in the educational pipeline as they are informed by gender, race, class, and the intersection of these social locations. His research agenda has been driven by recurring questions related to what we know about the social context of identity and how institutions (e.g,, schools, college and universities, fami and communities) and policy (e.g, education reform, gender-based instruction and schools) are implicated in academic and social outcomes. 8, He's had the opportunity to work with inspiring colleagues and graduate students who continue to refine his work and its impact. Currently, he has funding from the National Science Foundation for the project, “STEMing the Tide: Exploring Factors Related to Males of Color Interest, Engagement and Achievement in Mathematics and Science.” This project will facilitate the dissemination of the most recent research about identity and it relationship to science and mathematics achievement for boys and young men of color.Dr. Andrea M. Kane: Dr. Andrea M. Kane is a Professor of Practice in Educational Leadership at the University of Pennsylvania's Graduate School of Education. Previously, she served as Superintendent of Schools for Queen Anne's County Public Schools in Maryland. Her tenure as a teacher and administrator in K-12 public school districts in Maryland and Virginia began in 1996 and ended in 2021. Dr. Kane held a multitude of instructional roles including para-professional, classroom teacher, assistant principal, principal, senior manager for school improvement, Assistant Superintendent for Curriculum & Instruction, and Associate Superintendent for School Performance prior to being appointed as Superintendent of Schools for Queen Anne's County, Dr. Kane's visionary leadership proved to be effective in large suburban, urban, and small rural districts earning her the Governor's Citation for instructional leadership, recognition for the first fully virtual learning program for public elementary and middle school students in Maryland, recognition from the Maryland Association of Environmental Outdoor Education (MAEOE) for achieving Green School certification in 100% of schools in Queen Anne's County Public Schools (QACPS) in 2020 and 2021, recognition for the first National Blue Ribbon School in QACPS- history (2020-21), the State’s highest graduation rate for four consecutive years (2015/16 thru 2018/19), a ranking of six out of 24 school districts in Maryland in 2019, a grant award for one million dollars for an innovative outdoor environmental education and STEAM summer program in 2021, and induction into the prestigious Baltimore City College High School Hall of Fame (2018). In Richmond Public Schools Dr. Kane led the development, implementation, and monitoring of the district Academic Improvement Plan (AIP) and performance targets, the driving force for improving teaching and learning. This work resulted in measurable increases in reading and math performance, the number of fully accredited schools from 2014-2017, student enrollment in International Baccalaureate (IB) courses, and the percentage of students attending two- or four-year colleges/universities. Dr. Kane currently serves as a co-chair for the Superintendent's Environmental Education Collaborative, a member of the Board of Directors for the Maryland Association of Environmental and Outdoor Education (MAEOE), and a member of the Advisory Board for the Achieving Academic Equi Excellence for Black Boys Task Force with the Maryland State Department of Education. Dr. Cat experience. Her work focuses on the intersections of race, politics, history, and urban school Royal: Dr. Camika Royal is an urban education expert with more than 20 years of reform, She spent seven years as an urban education professional in the public schools of Baltimore City and Washington, D.C., teaching, coaching teachers, and helping to lead a charter high school. in 2006, Dr. Royal returned to her hometown—Philadelphia—and transitioned to higher education, first by teaching pre-service teachers at Lincoln University of Pennsylvania,then for other colleges and universities in the Philadelphia and Baltimore regions, while she continued to coach and support urban school leaders and teacher educators. In 2014, she returned to Baltimore as Assistant Professor of Urban Education at Loyola University Maryland. There, she helped to launch the School of Education's urban education minor, and for two years, she led the Center for Innovation in Urban Education (CIUE). Under her leadership, the CIUE’s externally facing work was aimed toward anti-racist, anti-oppressive education in partnership with urban schools and community organizations. The internally facing work was devoted to challenging the colorblind racist ideology that permeates traditional pre-service preparation and in-service educator development. During her tenure, she established the CIUE’s first ever Community Advisory Board, secured a partnership with the Baltimore Algebra Project, and brought the Free Minds, Free People Conference to Loyola University Maryland in the summer of 2017. In 2021, Dr. Royal was tenured and promoted to. the rank of Associate Professor. Dr. Royal's debut forthcoming book, Not Paved For Us: Black Educators and Public School Reform in Philadelphia, will be released in April of 2022 from Harvard Education Press. She is a highly requested speaker, consultant, and professional developer on issues of school context-based racism and ather forms of oppression through ideologies, policies, and practices. Scope of Services Joseph and Associates LLC is uniquely prepared to offer a variety of services over three phases including 1) supporting the implementation of a 100-day plan, 2) developing and implementing a transition team, 3) building leadership capacity of the executive leadership team, 5) providing governance and administration support. Joseph and Associates and key client stakeholders meet to discuss the scope and objectives for the transition support. In consultation with Dr. Watlington and the executive cabinet, the team will map out activities in phases starting in April 2022 and how to best use available services. A. 100 Day Plan Support Dr. Shawn Joseph has extensive experience supporting the development of a 100-day plan that allows a school district to “focus on focus”, Once a plan is developed and approved, Dr. Joseph can support the superintendent as he develops structures to implement 100-day activities to ensure alignment to improving student achievement, partnering with parents and families, welcoming and supporting schools, and anti-racist pedagogy and practices. B. Capacity Building of the Executive Leadership TeamJoseph and Associates LLC will leverage its consultants to address executive level staff members’ strengths and growth areas. No organization exceeds the capacity of its leadership, and an investment in human capital directly supports improved student achievement. We will collaborate with the superintendent to identify consultants with extensive experience that match the unique needs of The School District of Philadelphia to provide executive coaching and support to key executive cabinet members. Specifically, consultants will: © Review resumes to understand cabinet executives’ experience and expertise © Use leadership assessment inventories to get to know executive leadership team © Meet with executive cabinet members to understand their perspectives of their strengths, areas of growth, and successes and challenges within their school departments/divisions © Develop a specific coaching plan based upon school district key performance indicators © Provide virtual and in-person feedback/coaching sessions based upon identified areas of growth and development © Provide feedback and support to executives as they implement their core work © Support existing and emerging principal development/pipeline programs within the ‘School District of Philadelphia in collaboration with identified partners (If needed) © Review current organizational structure, alignment, and capacity to achieve the Goals and Guardralls . Transition Team Support Dr. Shawn Joseph and Dr. Betty M. Morgan have worked together to implement transition activities in Prince George’s County Public Schools, MD; Montgomery County Public Schools, MD; Metro Nashville Public Schools, TN; and Guilford County Public Schools, NC. In addition, Dr. Joseph supported transition work in Baltimore County Public Schools, MD. In the School District of Philadelphia, the transition team work with prioritize the superintendent's five key priority areas (1) Engaging Stakeholders and Building Trust (2) Teaching and Learning (3) District Leadership Capacity and Alignment (4) Operations, Facilities, and Finances, and (5) Student and Staff Well-Being. The following activities will be associated with the development and implementation of the transition team work: © Collaborate with the superintendent to identify transition team leaders and sub-committee leaders with national expertise in the areas of (a) family and community engagement (b) teaching and learning/academic achievement (c) operations and finance (d) anti-racist pedagogy and practices © Collaborate with superintendent t to sub- committee work © Develop a structure for sub-committee leaders to research key areas of focus and jentify staff and community members to contribute