This document provides an overview of goals and topics for a charter school session, including: 1. Inspiring hearts and minds of students and challenging conventional thinking. 2. Strengthening the ability to govern for those involved with charter schools, including boards, authorizers, and schools. 3. Discussing frameworks for charter school success, including superior performance, distinctive impact, and lasting endurance.

3. Our Core Purpose
To inspire and democratize
excellence in education.

4. Goals for Session
KIDS!!!
Inspire Hearts & Minds
Challenge Conventional Thinking
Learn & Grow Together
Have Fun!
1
2
4
5
6
3 Strengthen Your Ability to Govern

6. Goals for Session
KIDS!!!
Inspire Hearts & Minds
Challenge Conventional Thinking
Learn & Grow Together
Have Fun!
1
2
4
5
6
3 Strengthen Your Ability to Govern

7. WWW.CHARTERINSTITUTE.ORG
THIS SLIDE DECK IS ACCESSIBLE AT
@QUALITY_SCHOOLS @EPICENTERNOW
WWW.EPICENTERNOW.ORG
LEARN MORE ABOUT EPICENTER AT
FOLLOW US ON TWITTER & FACEBOOK

8. RELATIONSHIPS
“People don’t care how
much you know until they
know how much you care.”

9. Our Heart
We are a team of passionate
professionals who believe in the
transformative power of education and
thrive on empowering people to learn,
grow and achieve more than they
think possible.

13. Exercise #1:
Start withWHY by Simon Sinek
What’sYour Schools Heart & Core
Purpose?

15. “The future is
not what it used
to be.”
— Yogi Berra,
Baseball Hall of Famer

16. 1. States should withdraw the exclusive geographic franchises given to
school districts.
2. States should create a way to establish new public schools that create
competition for existing schools and provide parents with choice.
3. These new public schools should be authorized by an entity that
oversees and holds them accountable, but unlike a school district does
not own or operate the school.
4. These new public schools should be freed from unnecessary rules and
regulations, in exchange for producing results.
5. These new public schools should be dually accountable: to the
marketplace of parental choice and to the standards of the public
interest.
The Ideas Behind Chartering

17. CHARTER SCHOOLS
A strategy to transform public
education by injecting choice,
change and competition
into the system.

20. Superior Performance
Distinctive Impact
Lasting Endurance
What Is Greatness?

21. “Good is the enemy
of great.”
Jim Collins

22. KIDS
Authorizers
Boards
Schools

23. Aligning for Greatness
Develop a Relationship of Mutual
Trust & Respect
Set Clear Performance Expectations –
No Surprises!
1
2
3
Establish a Shared Vision & Commitment

26. Framework for Greatness
Good, Not Great
Inflection
Point
Good, Not Great
Matched-Pair
Selection
Comparison
Cases
Good–to–Great
Cases
GAP

27. Building for
Breakthrough

28. The
Flywheel

29. People Need Systems to Turn the Flywheel
• Principles and practices for predictably
achieving goals
• Processes that are specific, orderly, and
repeatable
• Leverage time, money and abilities
• Deliberate, intentional and practicable
How Successful People Grow by John C. Maxwell

30. “Greatness...is largely a
matter of conscious
choice and discipline.”
Jim Collins

31. PART II:
Preparing Students for Success

32. Understanding…
Performance Frameworks
Mission Specific Goals
Measuring Growth and Achievement

33. 33

34. Focus on Student Outcomes

35.  3-part document that sets
forth agreed upon
expectations of performance
and compliance
 Established in the charter
agreement and in current
regulations.
 Basis for school evaluation,
monitoring, and intervention
that informs the NJDOE’s
high- stakes decision making.
 Academic Performance will
carry the most weight in all
high- stakes decision making
What is the Performance Framework?
Autonomy
Accountability

36. Education
Program and
Capacity
School
Culture and
Climate
Board
Governance
Access and
Equity
Compliance
Organizational Performance
Framework Areas

37. “Set the standards higher
for yourself than others
would set them for you.”
John Maxwell

38. How clear is your organization about its ...
Vision
Mission
What is the organization really trying to accomplish?
Is it compelling? Will it make a significant difference?
How will the organization proceed with making this
vision a reality?
Values
What are the core things the organization will use to
guide and evaluate all of its actions and behaviors?

39. Setting Goals.
Defining Targets.

40.  What does it mean to institutionalize?
 What are the “Instruments of
Institutionalization”?
 Bylaws
 Policies
 Procedures
 Professional Development
 Hiring
 Handbooks
Institutionalizing the Mission

43.  Lagging Indicators
 Graduation Rates
 College Entry
 Academic Performance
School Climate and Culture
 Leading Indicators
 Attendance
 Tardiness
 Staff Attendance
 Student Suspensions
 Behavioral Referrals
 Parent Support
 Advanced Placement
 Honors Courses

44.  Start with perspective
 Before you develop your goals and targets, identify your school’s
mission, vision, and essential elements of your educational
program. Now ask these questions to help guide you in choosing
what to measure:
 If you had to turn your mission into a measurable objective, what
would that look like?
 Does your vision statement include any big picture student outcomes
that could be broken down into
 measurable goals?
 What makes your school unique?
 What aspects of your educational program are the most critical for
maintaining your school’s mission and vision?
Mission Specific Goals

45.  With each mission-specific goal, strive to answer the
following question:
 HOW MANY of WHICH STUDENTS will achieve WHAT LEVEL OF
PERFORMANCE as measured by WHICH ASSESSMENT TOOL within
WHAT TIME FRAME?
 As you develop your mission-specific goals, you should be
conscientious of the data tracking and analysis burden that
comes with each goal. Make sure that your implementation plan
is realistic and that your school has the appropriate knowledge,
tools, and resources to complete it.
Mission Specific Goals

48. Break & Networking

49. PART III:
Taking Care of the Money

50. Purpose of a Charter School
Governing Board
“To ensure, on behalf of the public, that
students are learning, money and resources
are well stewarded, and the organization
passionately pursues greatness, while
modeling the highest legal and ethical
principles.”
Dr. James Goenner
National Charter Schools Institute

51. Stewardship
=
A Simple Way to Frame Finance
Investment
=

52. Stewardship
=
Spending Carefully
A Simple Way to Frame Finance
Investment
=
Spending Wisely

53. The Annual Financial Cycle:
Roles & Responsibilities
The
Budget
Budget
Creation
Adoption
Managing
Finances
Review &
Evaluation
Board and Staff
Board
Staff
Board, Staff and
Auditors

54.  ADVISES the board in all matters pertaining to finance, the budget, and the
use of school money.
 ENSURES compliance with applicable laws and regulations.
 REVIEWS preparation and adherence to the budget.
 REVIEWS AND APPROVES payment of all bills not specifically assigned to
another committee.
 ASSISTS all committees in estimating cost of projects and in determining
the financial impact on the budget.
 ENSURES that an annual audit is performed and appropriately prepared.
The Finance Committee’s Role

55. Ensuring Good Stewardship
• Charter boards are stewards of public funds and must execute
certain duties.
• This includes fulfilling fiduciary responsibilities.
• Trustees must ensure the school is well managed and fiscally
sound.
• Responsibilities in exercising this trust fall into three categories:
 Duty of Care.
 Duty of Loyalty.
 Duty of Obedience.

56. The Three Duties
Care
Loyalty
Stay informed and involved to make wise decisions.
Place the school’s interest above your own.
Obedience Act in good faith to comply with laws and policies.

57. 1. Setting strategic financial goals
2. Understanding the role of the Finance Committee
3. Understanding the Code of Ethics
4. Preparing the budget
5. Understanding the annual audit
6. Ensuring wasteful or excessive spending is stopped
7. Approving transfers of funds
8. Approving reports, expenditures and payroll
The Board’s Responsibilities

58. • Receiving and approving financial reports help ensure that
board members can make informed decisions.
• Common reports to inform the board include:
 A balance sheet.
 A statement of activities.
 A cash flow statement.
• Monthly reports presented for approval include:
 Board secretary’s report
 Treasurer’s report
 Transfer list
 Bill payment list and payroll
Monitoring for Good Stewardship

59. • An audit is an independent, external review of a school’s
financial records:
• Expresses an opinion on the truth and fairness of financial
statements.
 Provides a reasonable verification of expenditures, cash,
enrollment, and other operations.
 Might reveal faulty business practices.
• Conducting and reviewing an annual audit is part of the board’s
legal and fiduciary duty.
Stewardship and the Audit

60. The Two Parts of an Audit
1
2
MANAGEMENT REPORT. A synopsis of the school’s
fiscal performance, findings, and recommendations for
improvement.
COMPREHENSIVE ANNUAL FINANCIAL REPORT
(CAFR). A detailed data including basic financial
statements, detailed budgetary information, internal
controls and financial trends.

61. A Test for Good Stewardship
ENSURING THAT OUR SCHOOL IS…
Fulfilling Its Financial Commitments
Acting in Compliance with Law/Regs
Meeting Budgeted Revenues and Expenditures

62. • The budget is an expression of your school’s priorities.
 Must be reasonable, sufficient, and accurate.
 Allocates resources to best support your school’s success.
 Requires realistic student count estimates.
 Provides for staff to serve student needs.
• The budget assists in managing your school’s assets.
 Funds short-term priorities.
 Funds can be set aside for longer-term priorities (i.e., facilities).
 Assists the board in being prepared for a “rainy day.”
Investing in Your School

63. Setting Priorities
Strategic
Planning
Committees
Strategic planning and finances are intertwined.
Committees should periodically discuss goals.
Student
Achievement
The ultimate goal is to maximize spending to
increase student achievement.

64. • The budget is part of the board’s fiduciary responsibilities.
 Understand and be engaged in the process.
 Ensuring public input and being good stewards of public funds.
 Know the key components that affect your budget.
 Ensure that spending aligns to priorities.
 Provides for staff to serve student needs.
• The budget is the best guess on expenditures, made about 18
months prior to the end of the fiscal year-expect transfers
• Trustees do not need to be “experts,” but understanding,
asking questions, and being engaged in the process is critical.
The Board’s Role in The Budget

65. • Accurate student enrollment assumptions are essential. Both
revenues and expenditures will be primarily driven by enrollment.
• Key revenue assumptions are:
 Total student enrollment.
 Enrollment by sub-groups that qualify for different funding.
 Estimated per-pupil funding.
 Any other grant, categorical, or federal fund historically received.
• Key expenditure assumptions are:
 Staffing, including who, how many, and compensation.
 Facilities, transportation, food services, and related costs.
 Contracted services.
Key Budget Assumptions

66. • Educational goals are the first priority. Questions to consider are:
 Are resources allocations aligned to the school’s mission?
 Are programs achieving the educational goals in the charter
contract?
 What adjustments might be needed to better support teaching
and learning so the school achieves greater success?
• Short- and long-term needs should be taken into consideration.
Are savings needed to buy new technology or finance a new
building?
• Look at long-term trends in enrollment to manage cash flow and
savings to prepare for a rainy day.
• Audit findings inform the budget process.
Investing Your Budget Wisely

67. Four Wise Revenue Questions
4
1
2
3
REOCCUANCE. Are expected funds reoccurring, or are
they one-time-only?
REPORTING. What must the school do to receive any
anticipated funds?
RESTRICTIONS. Is the school restricted on how funds
can be expended?
RETROSPECTIVE. How do anticipated funds compare to
last year?

68. Four Wise Expenditure Questions
4
1
2
3
STAFFING. Is the staffing level right for the school to
execute its educational program?
SERVICES. Are contracted services delivered in the most
effective and efficient manner?
SCHOOL FACILITIES. Does the budget taken into
account immediate or long-term facilities needs?
SURPRISES. What is not in the budget? Is the school
prepared for the unexpected?

70. A Test for Wise Investments
ENSURING THAT OUR SCHOOL IS…
Properly Resourced to Meet its Mission
Prepared for Long-Term Success
Preparing Students for College, Work, and Life

71. Two Points to Remember.
1
2
IT’S YOUR DUTY. Financial integrity results from
trustee engagement and understanding—and
asking questions.
.
BE STRATEGIC. Charter must do more with less.
Their ability to do so begins with strategic
management of financial resources.

72. Lunch, Keynote & Networking

73. PART IV:
Setting Goals and Evaluating Performance

74. “If you do not change, you
can become extinct.”
Who Moved My Cheese?

75. Four Disciplines
of a Healthy
Organization

76. Cohesive teams build trust, eliminate politics, and
increase efficiency by…
• Knowing one another’s unique strengths and
weaknesses.
• Openly engaging in constructive, ideological conflict.
• Holding one another accountable for behaviors and
actions.
• Committing to group decisions.
1: Build a Cohesive Leadership Team
Four Disciplines of a Healthy Organization

77. TEAMWORK
• We recognize that no one of us is
as good as all of us.
• We put the team’s goals before our
own.
• We collaborate and fulfill our
commitments.
• We are responsible for ourselves
and accountable to each other.
• We win as a team and lose as a
team.
• We celebrate our successes and
have fun.| 77
The Power of Clarifying Values to
Guide Behaviors and Actions

78. • Knows its purpose and why it exists
• Understands it is the highest authority in
the organization
• Knows it represents the public
• Is disciplined in its role and behaviors and
those of its individual members
• Is trustworthy and predictable
Winners Want to be Associated
with a Board That…

79. • Uses its authority to empower, not strangle
• Ensures the organization is effective
and efficient
• Has high expectations and measures
performance
• Is unafraid to judge, but does so fairly
• Continuously earns credibility
Winners Want to be Associated
with a Board That…
| 79

80. The Five
Temptations
of a CEO
Invulnerability
Over
Trust
Harmony
Over
Conflict
Certainty
Over
Clarity
Popularity
Over
Accountability
Status
Over
Results

81. Healthy organizations minimize the potential for
confusion by clarifying…
• Why do we exist?
• How do we behave?
• What do we do?
• How will we succeed?
• What is most important—right now?
• Who must do what?
2: Create Clarity
Four Disciplines of a Healthy Organization

82. How Clear Is Your Organization About Its...
Vision
Mission
What is the organization really trying to accomplish?
Is it compelling? Will it make a significant difference?
How will the organization proceed with making this
vision a reality?
Values
What are the core things the organization will use to
guide and evaluate all of its actions and behaviors?

83. FORWARD-LOOKING & INSPIRING
• We dare to be different.
• We are willing to take risks.
• We lead with passion.
We are not limited by others.
• We are persistent.
• We strive to exceed
expectations.
• We inspire growth in ourselves
and others.
| 83
The Power of Clarifying Values to
Guide Behaviors and Actions

84. HONEST & RESPECTFUL
• We tell the truth.
• We are open to feedback.
• We trust each other to speak our
minds.
• We always strive to do the right
things for the right reasons.
• We communicate with candor and
tact.
• We are tough on the issue, not on
the person.
• We value people for who they are
and what they bring.
| 84
The Power of Clarifying Values to
Guide Behaviors and Actions

85. Healthy organizations align their employees around organizational clarity
by communicating key messages through…
• Repetition: Don’t be afraid to repeat the same message again and
again.
• Simplicity: The more complicated the message, the more potential for
confusion and inconsistency.
• Multiple Mediums: People react to information in many ways; use a
variety of mediums.
• Cascading Messages: Leaders communicate key messages to direct
reports; the cycle repeats itself until the message is heard by all.
3: Over-Communicate Clarity
Four Disciplines of a Healthy Organization
| 85

86. Organizations sustain their health by ensuring
consistency in…
• Hiring
• Managing performance
• Rewards and recognition
• Employee dismissal
4: Reinforce Clarity
Four Disciplines of a Healthy Organization
| 86

87. IS MY SCHOOL A
QUALITY SCHOOL?

88.  Charter Schools Provide Diversity - Different Schools for Different
Kids
 Charter Schools have led the way in using Data-Driven
Approaches (not just about standardized tests)
 Focus on Service Rather than Rules
 Meeting the needs of students and producing promising results
without making excuses
 A focus on rules often results in an “our way or the highway”
atmosphere that charter schools can combat
 An orientation toward service is manifest in responsiveness to
parents – charter schools are inherently schools of choice
 A focus on rules prioritizes compliance above performance and
places energy toward minimizing risk of non-compliance rather
than minimizes risk of negative student outcomes
Charter School Excellence Comes in Many Forms

90. • Essential Terms of Charter
• Curriculum Alignment
• Data Use
• Education Requirements
EDUCATION PROGRAM
• Admissions and Enrollment
• Students with Disabilities
• English Language Learners
• Attrition/Enrollment Stability
EQUITY
• Mission Alignment/High
Expectations
• Family and Community
Involvement
SCHOOL CULTURE
• Governance
• Accountability of Management
• Safe and Secure Facilities
• Safe and Secure School
Environment
FACILITIES / SAFE
SCHOOL ENVIRONMENT
• Reporting / Compliance
• GAAP
FINANCIAL
OVERSIGHT
• Federal and State Compliance
• Other Compliance
REPORTING AND
COMPLIANCE
GOVERNANCE
Organizational Performance

91. Wise Questions
HOW WELL IS OUR SCHOOL…
Preparing Students for College, Work and Life
Leveraging Resources
Fulfilling Its Commitments?

92. Teacher Evaluation System Guidance
A method to calculate a overall (summative)
evaluation rating
Teacher Practice Instrument to be used in instructional observations
(Charlotte Danielson's Framework for Teaching)
Multiple Measures- To include Student Achievement and
Teaching Practices
A clear distinction between tenure and non-tenure teachers

93. Administrative Evaluation System
Guidance
A method to calculate a overall (summative)
evaluation rating
Multiple Measures- To include Student Achievement and
Leadership Practices

94. Key Renewal Questions
Academic Financial Organizational
Is the academic
program a
success?
Is the school
financially
viable?
Is the school
equitable and
organizationally
sound?

95. Components of the Renewal Process
RENEWAL DECISION (February 28)
Written Application (Due October 15)
School Site Visit (November – January)
Performance and Demographic Data (collected by DOE)

96. National Teacher Shortages

97. National Teacher Shortages

98. Meaningful Teacher Reward Systems

99. 99

100. Federal Teacher Loan Forgiveness

101. PART V:
Being Ambassadors for Excellence

102. Five Practices of Exemplary Leaders
102
Model the Way
Inspire a Shared Vision
Challenge the Process
Enable Others to Act
1
2
3
4
Encourage the Heart5
Kouzes and Posner

103. | 103
Model the Way1

104. How Leaders Earn Credibility
| 104
• “They practice what they preach.”
• “They walk the talk.”
• “Their actions are consistent with their words.”
• “They put their money where their mouth is.”
• “They follow through on their promises.”
• “They do what they say they will do.”
The Leadership Challenge

105. | 105
Inspire a Shared Vision2

106. | 106
Challenge the Process3

107. | 107
Enable Others to Act4

108. | 108
Encourage the Heart5

109. “Set the standards higher
for yourself than others
would set them for you.”
John Maxwell

110. Leadership
Pyramid

111. Level 5 Leader
 Ambitious first and
foremost for the
cause, the
organization, the
work — not
themselves.
 Displays a
paradoxical blend of
personal humility and
professional will.
What Level of Leader Do You Want?
Level 3 Leader
 Organizes people and
resources toward the
effective and efficient
pursuit of predetermined
objectives.

112. Questions of the Heart

113. THANKYOU!
VIEW THIS SLIDE DECK ONLINE AT
WWW.CHARTERINSTITUTE.ORG

114. Board
Responsibilities12

115. ENSURE all students are being prepared for
success in college, work and life.1

116. ENSURE the public’s money and resources
are well stewarded.2

117. ENSURE the organization is run by a great leader and
infused with a positive culture and learning environment.3

118. ENSURE the terms of the charter contract are fulfilled
and the organization is prepared for renewal.4

120. ENSURE the organization is true to its vision,
mission and values.5

121. ENSURE goals are clear and people and programs are wisely
empowered, supported, evaluated and held accountable.6

123. ENSURE the organization operates legally
and ethically.7

124. ENSURE the organization continuously improves
and stays viable.8

125. ENSURE the board recruits, orients and develops its
members and its capacity to govern.9

126. ENSURE the board adopts and properly maintains its
governing policies.10

127. ENSURE the board speaks with one voice.
11

128. ENSURE the board and its members are positive
ambassadors for the charter idea!12