Case Studies: Overview | Boston | Chicago | Cincinnati | Philadelphia
The following case studies provide examples of how Education Resource Strategies (ERS) carried out a strategic review in four major cities - Boston, Chicago, Cincinnati, and Philadelphia. Although the case studies are similar, they demonstrate how ERS was able to target their review to meet the unique goals of each school district. Each case study page provides an overview and key findings from the review and discusses specific recommendations and outcomes. For a brief overview of each page, see the descriptions below.
Boston
Since 1999, Education Resource Strategies (ERS) has helped the Boston Public Schools (BPS) define and create a professional development strategy that aligns professional development activities with the BPS's goals for improving instruction and promoting whole-school change. Activities were reviewed based on how directly each activity aligned with what was required by the district's plan for whole school change and how each activity matched up to the National Partnership for Excellence in Accountability and Teaching (NPEAT) principles of professional development.
Chicago
In 2001- 2002, Education Resource Strategies (ERS) helped Chicago Public Schools (CPS) organize a more focused, measurable professional development system. The project had four major goals - inventory the alignment of dollars and professional development offerings to a set of district priorities, compare findings with other districts, implement a district-wide strategy that supports whole-school improvement goals, and create a shared understanding of professional development principles.
Cincinnati
In 2000-2001, Education Resource Strategies (ERS) examined district spending and activities related to professional development. At the time, the district was four years into implementing Student First, a strategic plan for improving student performance. ERS reviewed activities based on how they aligned with the Student First Strategy, and how each activity matched up to the National Partnership for Excellence and Accountability in Teaching (NPEAT) principles of professional development.
Philadelphia
In the fall of 2007, Education Resource Strategies (ERS) conducted a Strategic Professional Development Review for the School District of Philadelphia (SDP). The goal of this project is to improve teacher and leadership capacity in the district by (1) creating an adequately funded professional development plan that is based on evidence-based metrics of teaching quality and links to a broader human capital strategy, (2) redesigning the current investment in school-based expert support, including clearly defining roles and accountability and providing collaborative planning time to work with teachers, and (3) building on current efforts to support new teachers and principals.