Why is the Panasonic Foundation Unique

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Why is the Panasonic Foundation Unique?

• It is aimed at systemic, system-level
  restructuring
• It is long term (5-10 years) vs short term (1-3
  years)
• It provides direct technical assistance vs grants
• Each partnership is built on collaborative
  structures involving multiple stakeholder groups

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Flint Public Schools
Norristown
Minneapolis MN Dept of Ed
Seattle
Columbus Public Schools
Racine
Boston
Highline
Englewood NJ Dept of Ed
Hayward Unified School District
Allentown
Norwalk-LaMirada Unified School District
Lancaster
Norfolk
Cincinnati Public Schools
San Diego Public Schools
Santa Fe
Atlanta
Northern New Mexico Network or Rural Education
NM Dept of Ed
Broward County
Corpus Christi
Pasco County
Baton Rouge
Miami-Dade
Current Graduates
Learning by Doing Panasonic Partnerships and
Systemic School Reform by Terry Clark and
Richard Lacey (St. Lucie Press, 1997) Strategies
looks at district-level reform issues and is
published in collaboration with the American
Association of School Administrators. Learning
From Each Other Questions Answers About the
Clark, Panasonic, and Rockefeller Foundations
Long-Term Investment in Systemic School Reform
By Robert A. Kronley (Grantmakers for Education,
2000).
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Essential School System Purpose and
Responsibilities   The essential purpose of
school systems is to educate all students to high
levels through high quality instruction All
Means All.  
 
Based on this purpose, school systems must
fulfill eight responsibilities
1.      Clarify and promote the core value that
all students can and will learn at high levels
 
2.      Ensure a culture and climate of care,
commitment, and continuous improvement
 
3.      Establish high learning standards and
promote standards-based teaching and learning so
that all students learn at high levels
 
4.      Establish clear and explicit performance
expectations for all system personnel to support
all students meeting the standards
 
5.      Ensure that all system personnel have the
capacity to meet the performance expectations
 
6.      Allocate fiscal and material resources to
support the systems essential purpose and core
value
 
7.      Implement a shared-accountability system
that holds students, staff, and the system itself
accountable for all students meeting high
standards
 
8.      Engage in advocacy, coalitions and other
significant relationships at the local, state and
national levels so that the system can achieve
its essential purpose and core value.
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  5.c. Does the system provide high-quality
instructional leaders for all classrooms in all
schools? How? How well?   1. District and
school staff describe instructional leadership
not only in terms of an individual or
individuals, but as a set of behaviors that
include deep content knowledge, a shared picture
of effective teaching and learning, and modeling
and inspiring improved instruction among
colleagues.
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• 5.c. Does the system provide high-quality
  instructional leaders for all classrooms in all
  schools? How? How well?
•  
• 2.    The district and individual schools are
  continually seeking to identify, develop, and
  nurture instructional expertise
•  
•        Principals are expected and trained to be
  instructional leaders. They are enabled to spend
  a significant portion of each day in classrooms,
  coaching for improved instructional practice.
•        Central office staff who directly support
  and supervise principals and teachers are
  constantly developing their understanding of
  content knowledge, effective instructional
  practices and strategies for how to promote such
  knowledge and skills in others.
•        Cadres of teacher leaders are developed
  to increase the level of instructional support to
  classrooms.
•  

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  5.c. Does the system provide high-quality
instructional leaders for all classrooms in all
schools? How? How well?    3. Principals,
teachers and staff are seen designing and
conducting professional development activities,
modeling lessons in colleagues classrooms,
serving as data analysis coaches, and encouraging
colleagues to hone their instructional craft.  
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5c. Does the system provide high-quality
instructional leaders for all classrooms in all
schools? How? How well?     4. The
district and teacher union collaborate on
multiple supports that build the capacity of new
teachers, including orientation, guidance during
the opening days of schools, mentoring and
coaching programs, and training.  
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