Florida Education Association
Transforming Public Schools Report, April 2010
FAST FACTS
Per Capita State and Local Government Expenditures for Education in 2006
FL = $1,962; National Per Capita = $2,440; 47th of 50 states
Percent of Public Elementary and Secondary That Are Charter Schools (2005-06)
FL = 9.2%; National Average = 3.9%; 3rd Highest of 50 states
Per Capita State and Local Government Expenditures for Higher Education in 2006
FL= $413; National Per Capita = $643; 50th of 50 states
Average Size of Public Elementary and Secondary Schools (2005-06)
FL = 868.2; National Average = 552.6; 1st of 50 states
Estimated Per Capita Public and Secondary School Current Expenditures (2006-07)
FL = $1,240; National Average = $1,549; 42nd of 50 states
Estimated Per Pupil Public and Secondary School Current Expenditures (2006-07)
FL = $8,493; National Average = $9,557; 34th of 50 states
Public Elementary and Secondary School Revenue per $1000 Personal Income (2005-06)
FL = $41.21; National Average = $50.67; 47th of 50 states
Source: Education State Rankings 2008-09; Edited by Kathleen
O’Leary Morgan and Scott Morgan; CQ Press (Each category has its
own source listed in the bookFlorida Education Association
Transforming Public Schools Report, April 2010
skills and trades needed for community
sustainability.
Develop and implement community
infrastructures designed to improve the
chances for students to arrive at school
healthy and ready to learn.
Ensure sustainable support for community
programs that extend learning beyond the
school day and/or year, such as Boys and
Girls Club extended day activities, community
arts programs or NFL 60 minutes of play per
day.
Provide ongoing opportunities for public
engagement about schools and student
learning such as Public Engagement Projects
(PEP).
Identify and sustain Partnerships that support,
recognize and espouse school success
throughout the community, such as
foundations, PTA, etc.
FAST FACTS
Student Characteristics
•Percent in Title I schools:
64.1%
• With Individualized Education Programs (IEP): 14.9%
• Percent in limited-English proficiency programs: 8.8%
• Percent eligible for free/reduced lunch:
45.2%
School/District Characteristics
• Number of school districts: 67
• Number of schools: 4,009
• Number of charter schools: 375
• Pupil/teacher ratio: 16.4
FEA’s Transforming
Schools Task Force
Andy Ford, Chair
Terrie Brady, Duval
Peggy Brookins, Marion
Polly Burkhart, Polk
Pam Burtnett, FEA
Jean Clements, Hillsborough
Clara Cook, FEA
Alfreda V. Davis, FEA
Michelle Dennard, Pinellas
Joan Devlin, AFT
Debbie Etheredge, St. Johns
Dianne Falvo, FEA
Lee Hedgepeth, NEA
Chris Hill, St. Lucie
Susan Jones, FEA
Joanne McCall, FEA
Michael Monroe, FEA
Danielle Montes, FEA
Robert Moore, Pasco
Sharon Nesvig, FEA
Marshall Ogletree, Pinellas
David Pittman, Escambia
Bill Phillips, FEA
Bruce Proud, FEA
Pat Santeramo, Broward
Andrew Spar, Volusia
Jackie Sweat, FEA
Jeff Wright, FEA
Joseph Underwood, Dade
Florida Education Association
Transforming Public Schools Report, April 2010
Ensure any accountability system based, in
part, on student learning gains is fair,
understandable, sustainable, reliable and valid.
Develop and implement collaborative decision-
making processes related to school funding,
allocations, distributions and accountability
measures.
Develop and implement District and School
accountability measures for allocation of
resources.
Community Impact
o We believe there are individuals and groups that
support public education that can be organized and
mobilized to bring the influence necessary to assure
our schools are adequately funded and supported.
o We believe schools must meet the needs of students
and ultimately must prepare them for the workforce
or continuing their education.
FEA supports the following approaches and
strategies to expand the Community Impact as
we transform schools
Develop and implement approaches and
strategies designed to increase the community
involvement within the district’s schools.
Develop and implement sustainable business
and community partnerships that support
schools.
Develop and implement support structures
within the community that provide for relevant
work-learning connections.
Develop and implement approaches and
strategies for collecting and disseminating
Community Workforce and Higher Education
desired outcomes from graduates.
Develop and implement approaches and
strategies that identify community technology,
COMMUNITY IMPACT
Franklin County, a rural area
with a population of about 11,000
harvests 10% of the oysters sold
within the United States. It is also
the only county in Florida with a
single school that houses
Kindergarten through twelfth
grade. In the spring of 2008 the
community held a series of
conversations about a
controversial plan, seven schools
were being combined to create a
single K-12 school serving three
distinct communities. County
officials concluded that
consolidation was the only way
for the school to succeed.
Families and students were not so
sure. Apalachicola, Carrabelle
and Eastpoint had a long history
of competition for resources and
sports rivalry. Tensions were
high. Three months prior to the
opening of the new school,
parents, teachers, business and
community leaders came together
for dinner and discussion.
Although participants came from
diverse backgrounds, their top
priority was the same; raising
student achievement. A broad
coalition led the meetings using a
union sponsored Public
Engagement Project design.
When the consolidated school
opened for its second year, the
district had turned in its best
performance since 2002 with 63
percent of students meeting high
standards in reading, 68 percent
meeting high standards in math
and 76 percent meeting high
standards in writing in 2009. Florida Education Association
Transforming Public Schools Report, April 2010
Funding, Accountability &
Responsibility
o We believe Florida’s policy makers must fulfill the
state’s constitutional responsibility of providing
adequate financial support for public education, as
well as the needs of all education employees.
Florida deserves an organized political leadership
with the will to provide the required resources to
meet the challenges schools will be facing with
increased intensity in the coming decade.
o We are the single largest organized force
supporting public education in Florida. We believe it
is our responsibility to use this position carefully and
thoughtfully. It also means we have a responsibility
to be outspoken and knowledgeable.
o We believe all stakeholders must be accountable for
student achievement goals and outcomes. Any
accountability systems implemented must be fair,
understandable, sustainable, reliable and valid.
FEA supports the following approaches and
strategies to transform Funding, Accountability
and Responsibility within our school systems
Consistent expectation within the school
community that encourages Parent
responsibility and involvement in student
learning.
Develop and implement school and community
structures designed to inform parents and
community supporters of the financial
requirements for school success and the
adequate funding requirements for sustained
success.
Develop and implement ongoing periodic
review of school and district programs,
structures and practices that lead to student
success.
Ensure that the Public Education funding
structure will sustain a high quality system of
Public Education.
Develop and implement fair, ethical and
equitable distribution of funds among districts
and among schools within districts.
FUNDING,
ACCOUNTABILITY AND
RESPONSIBILITY
[Insert a brief story about
Alachua County and the
approaches and strategies
implemented to support
funding, accountability
and responsibility]
Florida Education Association
Transforming Public Schools Report, April 2010
Provide sustainable opportunities for teacher
leadership within the school and district
structures.
Ensure useable time is allocated for individual
and collaborative planning to create and reflect
on quality lessons such as Professional
Learning Communities and lesson study.
Ensure resources and data are available so
that Teachers have the information and
materials to teach high quality lessons based
on student learning needs.
Provide broad and multiple curriculum
opportunities accessible by all students.
Develop and implement sustainable
Teacher/Administrator/Support Professional
collaborative, shared leadership structures that
make quality decision-making and broad buy-
in more likely.
Instill within the school culture a
comprehensive focus on teaching and learning
outcomes (urgency, depth, complexity, time,
focus, etc.).
Ensure a consistent, ethical and equitable
approach to teaching and learning throughout
the school culture.
Develop and implement sustainable structures
that assess the competence of school
leadership and management skills.
Ensure that identified school leaders have a
thorough understanding of instruction, learning
and learners.
Develop and implement support structures
based on best instructional practices at the
school level.
Florida Education Association
Transforming Public Schools Report, April 2010
for both individual and collaborative planning,
implementation and reflection.
Develop and negotiate sustainable
Compensation Systems that include career
levels such as provisional, emerging,
professional and accomplished teachers as
well as student learning outcomes, work in
high-needs settings and/or hard to fill content
areas, and additional job responsibilities.
Encourage and support participation in
National Board certification and like
accomplished recognition.
Acknowledge and support Teacher Leadership
as an integral part of school and district
structures.
School Leadership and Culture
o FEA embraces the spirit of collaboration among
everyone with a stake in improving public education,
which is essential to achieving long-term
improvements.
o We believe principals and other administrators need
the training, skills and experiences essential to
increase the capacity within the school to achieve
the desired results.
o We believe schools must be safe, clean and healthy
environments conducive for learning.
o We believe that the class size amendment provides
an unparalleled opportunity for Florida to improve
the learning environment within our public schools.
FEA supports the following approaches and
strategies to transform the Leadership and Culture
within our schools
Develop and implement sustainable
Administrative Coaching, Mentoring and
Support structures.
Encourage and support participation in
National Board Principal Standards efforts.
Provide opportunities for collegial/collaborative
innovations to meet student needs.
SCHOOL LEADERSHIP AND
CULTURE
Tropic Isles Elementary
School, Lee County, has a long
tradition of shared leadership
and continuous improvement
through collaboration. The fact
that more than 75% of the
student population is eligible
for the free and reduced lunch
program, has not stopped them
from seeking out and providing
opportunities for collegial
innovations designed to meet
the needs of the Tropic Isles
students. With a quality
Principal, chosen by school and
community stakeholders, its
dedicated staff and a systematic
strategic planning process, the
school has implemented two
quality models. The Glasser
Quality Model and the Sterling
Management System have
helped create a school designed
to increase academic
achievement, improve student
behavior, and provide an
enjoyable place to work and
learn. Tropic Isles was one of
eight Lee County schools to
initiate a joint Union and
Management contractual
School Based Decision Model
in the 1990s, has the highest
percentage of National Board
Certified Teachers in Lee
County and was a 2009
Recipient of the Governor’s
Sterling Award. Florida Education Association
Transforming Public Schools Report, April 2010
understanding of critical content concepts,
music and other arts, a healthy lifestyle and the
foundational skills to function in modern
society.
Educator Quality
o We believe that the best education systems listen to
educators, and recognize the role teachers play in
transforming education by requiring the involvement
of teachers and principals in designing and
implementing evaluation systems.
o Educators are willing to accept responsibility for
student learning and for being evaluated based on
criteria they help develop, and we look forward to
working with any administration to ensure that its
goal of true multiple measures in teacher evaluation
systems is realized.
FEA supports the following approaches and
strategies to transform Educator Quality
Develop and implement sustainable Intern and
Mentoring Programs for Teachers, School or
District based Certified Professionals and
Educational Staff Professionals.
Invest in teacher development and evaluation
systems that inform teaching and learning; and
make real, demonstrable collaboration a
cornerstone of developing and implementing
policies and programs.
Develop, negotiate and implement professional
assessment and support structures, like Peer
Assistance and Review, coaching, lesson
study, or common planning time programs.
Provide ongoing Professional Development
based on best practices and well-regarded
research such as ER & D courses, Lesson
Study, Professional Learning Communities,
and National Board Certification process.
Provide specific job embedded Professional
Development, with time during the work week
Florida Education Association
Transforming Public Schools Report, April 2010
Students need Teachers and Educational Staff
Professionals that have daily contact with them in
a learning context to be well-versed and
knowledgeable in content areas as well as
proven strategies that advance student learning
and development within those content areas.
Teachers and Education Staff Professionals must
set high expectations for students and provide
them with opportunities to meet the desired
benchmarks in all areas including academics,
ethics, character and conduct.
Students need to be presented with rigorous,
challenging academic content at every phase of
instruction.
Teachers and Educational Staff Professionals
that have daily contact with students in a learning
context must demonstrate respect for cultural and
family differences.
Teachers and Educational Staff Professionals
that have daily contact with students in a learning
context must be able to recognize the impact of
motivation and self concept on student learning
as well as the critical role they play in setting
expectations for students.
Teachers must use effective, accurate multiple
measures to assess learning over time including
state assessments, teacher-developed
assessments, portfolios and performance
assessments such as essays and projects.
Schools must provide content, curriculum and
learning experiences such as Science,
Technology, Engineering and Math (STEM)
models, which educate and equip students to be
responsible productive citizens in an advancing
world.
Districts and school communities must support
high academic standards that are aligned with a
well-rounded curriculum and related learning
experiences so that students develop a deep
Florida Education Association
Transforming Public Schools Report, April 2010
The following outlines what FEA believes about
each of these core impact areas followed by
approaches and strategies that have been
successfully implemented in Florida school
districts.
Student Learning
o We believe that the people who work in public
education in Florida are knowledgeable,
experienced and professional. We are the people
who do the work day-to-day and we know what
works and what doesn’t. We know what the research
says about teaching and learning. We know what it
takes to achieve educational excellence in Florida’s
education system.
o We agree with the use of student growth and
multiple measures, and the use of data to improve
instruction to increase the focus on professional
development for teachers and continual instructional
improvement. The focus of these instruments must
not be used exclusively to hold schools or individual
teachers accountable.
o We believe that the goal of public education is to
develop the human capital of this country to its
fullest potential, providing every student the
opportunity and foundation required for nurturing
their individual skills and talents. We believe that the
students in public schools can succeed at high
levels with the proper infrastructure and support
mechanisms - the most important of those being the
adults who assume that responsibility during the
school day – teachers, ESP’s and administrators.
o We believe that National and State Standards,
formative and summative assessments, and state
and district curricula must align; furthermore, the
State of Florida must fund the development of
common assessments, and invest in curriculum and
programs that are aligned with the new common
core standards and the new, yet to be developed,
assessments.
FEA supports the following approaches and
strategies to transform Student Learning
Students need the Teachers and Educational
Staff Professionals that have daily contact with
them in a learning context to be knowledgeable
about how students learn and develop.
STUDENT LEARNING
Forest High School, Marion
County, Engineering and
Manufacturing Institute of
Technology (EMIT) Academy,
integrates mathematics,
science, engineering,
technology and English
teaching in a hands-on,
discovery oriented, project
based learning model. The goal
of the academy is to prepare
students for twenty-first century
careers in the broad array of
career fields involving drafting
and design, architecture,
engineering and manufacturing
technology. EMIT students are
enrolled in Honors level
courses with Advanced
Placement classes available to
all of the program’s students.
One underlying principal of the
EMIT academy is that learning
happens most effectively in a
cooperative, student-centered
classroom. The EMIT
instructors create a Thematic
Learning Activities (TLAs)
challenge across the disciplines
and students assume
responsibility for the concepts
they explore. Working in small
teams of four to six, and as
individuals, students conduct
authentic problem-solving
while applying science,
mathematics, engineering and
technology knowledge,
teamwork and written and oral
communications skills. EMIT
currently has six student teams
working simultaneously on a
short-cycle, six week robotics
project. Students completing
the program will be prepared
either to further their education
or enter career employment
upon high school graduation. Florida Education Association
Transforming Public Schools Report, April 2010
We believe that the focus for our transformation efforts must be
on what employees, students, parents and the school
community believe will work. Teachers and Education Staff
Professionals in Florida work every day to make every school
great for every child. We believe that the people who work in
public education in Florida are knowledgeable, experienced and
professional. We also know that working in our schools isn’t
getting any easier. Too many children enter our school system
without proper nutrition, health care, or the necessary social
skills needed to ensure their future success. Not enough can be
said about the important role of Education Staff Professionals in
ensuring that students arrive to school safely, receive the proper
nutrition and that the school is a healthy and appropriate
environment for learning every day.
The expanding need for high quality effective teachers will not
be met until the profession of teaching is respected and valued
in every community. Whether through collective bargaining;
through district, state or national committees; through
professional development; or through community involvement
FEA is committed to ensure that throughout every teacher’s
career the profession is respected and honored.
We believe that broad support is essential to successful
implementation of systemic changes. Real reform occurs when
driven from the school community up through the system.
Successful transformation efforts begin with what employees,
students, parents and the school community believe will work,
regardless of the level of implementation. Whether redesign
ideas are generated at the state or national level or at the
individual classroom level, implementation of the identified
strategies and processes requires the involvement of
employees, including Education Staff Professionals, in the
redesign of the classroom, school or district. All transformation
efforts must be expected to be sustainable over time. Unfunded
mandates, policy changes without considering implementation
issues and timeframes, or unrealistic expectations placed on
employees or the system will only result in predictable failure
and continued frustration. FEA will support policies that are
sustainable over time and realistically reflect the time needed for
the transformation process to unfold before changing directions.
FEA is prepared to focus its school
transformation efforts in five core areas:
Student Learning
Educator Quality
School Leadership and Culture
Funding, Accountability and Responsibility
Community Impact
Florida Education Association
Transforming Public Schools Report, April 2010
CONTEXT FOR TRANSFORMING FLORIDA’S
PUBLIC SCHOOLS
The Florida Education Association is the single largest
organized force supporting public education in Florida. We
believe it is our responsibility to use this position carefully and
thoughtfully. It also means we have an obligation to be
outspoken and knowledgeable.
The goals of the Obama administration and the goals of
teachers and educators in Florida are the same: We want the
best possible public schools and the best possible education for
every student. FEA is ready to work on striking the right balance
between what it takes to get system wide improvement for
schools and students, and how to measure that improvement.
High-quality teaching and learning takes place every day in our
state’s public schools, but much of it cannot be measured by
the statewide standardized test, the Florida Comprehensive
Achievement Test (FCAT). We recognize that success in
closing the existing achievement gaps has been difficult and
that these persistent gaps are a cause of frustration for many
parents, community members and policymakers. They are a
frustration to FEA members as well and we know we cannot
ignore the issues or the situations that lead to these gaps. The
following quote from a recent Educational Testing Service policy
document emphasizes the issue: ―The bottom line is that gaps
exist in the correlates of achievement. Some gaps have
narrowed, some gaps have widened, but more often there was
little or no change. The stark fact remains, then, that gaps in the
life and school experiences of minority group and low income
children — all correlated with school achievement — mirror the
achievement gaps in school, just as they did five years ago.‖
We know that our members’ interests are not being served by
the status quo, or by ignoring the fact that some Florida schools
are struggling. We also must acknowledge that, even some of
the best schools in the state, for some students the system is
not meeting their needs. We believe that transformation is
necessary, but punitive measures and one-size-fits-all
mandates will not deliver the desired results. Transforming
schools is bigger than politics and there is no single magic
wand to wave and solutions will require hard work, innovative
thinking, true collaboration and financial commitment.
FEA and policymakers must listen to the employees,
communities and, when appropriate, students before making
decisions and attempting to provide assistance. Approaches
that have led to failure rather than success must be identified
and not repeated. Opportunities for schools that were once
struggling, but are no longer so identified, to share what worked
must be provided to assist struggling schools. Resources must
be allocated for high-quality, unbiased research, evidence and
guidance based on school identified needs.
THE FEA VISION
To be the united voice for
excellence in public education in
Florida
FEA’s MISSION
►Advocate the right to a free, quality
public education for all
►Empower and support local affiliates
►Advance professional growth,
development and status of all who
serve the students in Florida’s public
schools
►Engage our members and
communities to ensure that all students
learn and succeed in a diverse world
FEA’s Officers:
Andy Ford,
President
Joanne McCall,
Vice President
Clara Cook,
Secretary-Treasurer
Alfreda V. Davis,
Chief of Staff
Florida Education Association
213 S. Adams Street
Tallahassee, FL 32301
(850)201-2800
www.feaweb.org Florida Education Association
Transforming Public Schools Report, April 2010
INTRODUCTORY MESSAGE
By Andy Ford, FEA President
As I travel to all parts of Florida in my role as president of the Florida Education Association,
it is evident that teachers and education staff professionals care deeply about our students and
believe that the work that they do is important. In every school I visit I see students that want to
learn and are engaged in the education process. That is why I decided to meet with Governor Crist,
the Commissioner of Education and leaders from other education organizations in Florida in
attempts to establish some common ground to work collaboratively within Florida to help our most
struggling schools. Unfortunately, the direction of the Florida Department of Education and the
leadership in the Florida House and Senate is more focused on punishment and unfunded
mandates rather than collaboration. FEA believes that transforming public schools has only been
successful with the support, buy in and efforts of the school employees and the school community,
one school at a time, not by more testing or one size fits all directives.
We all know that the context of schools has changed in the last ten years. Technology and
communication advances, globalized financial markets and networks, political and social
polarization all contribute to tremendous drivers that impact schools, students and teachers. The
students we teach must have the knowledge and skills necessary to be productive, responsible,
knowledgeable contributors in a world we can only glimpse. With this in mind, a few short
months ago, I created the Florida Education Association Transforming Schools Task Force. The
Task Force is comprised of state and nationally recognized FEA teacher members, FEA officers,
our Local Affiliate Presidents involved in school reform projects, and FEA staff. The Task Force
reviewed the current research on topics related to school transformation, shared their experiences in
creating successful schools, and developed a report that outlines a robust set of beliefs, strategies
and approaches that, from the research and their experiences, provides guidance to our members and
school communities in Florida interested in public school transformation.
This report was developed by the Task Force as our plan of action to address the unique
challenges and opportunities of a struggling school. It is intended as a place to begin having
collaborative conversations with teachers, parents, administrators, education staff professionals,
business and community leaders, and when appropriate, students to begin the transformation
process. As we continue assisting our local affiliates and members in their transformation efforts,
we expect that this report will be further developed and continue as a work in progress. This is not
about politics or power. It is intended as a framework for the future and for transforming public
schools so that every student has the best education Florida can provide.
ming Public Schools Report, April 2010
Florida Education Association
Transforming Public Schools Report
April 2010
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