SCHOOL BOARD OF BREVARD COUNTY OFFICE OF PURCHASING SERVICES 2700 JUDGE FRAN JAMIESON WAY VIERA, FL 32940 6601 SSA #15 106 KR Houghton Mifflin Harcourt Publishing Company NON COMPETITIVE SALES AND SERVICE AGREEMENT: VENDOR NAME AMOUNT AWARDED REQUIRED PRODUCTS/SERVICES Houghton Mifflin Harcourt Publishing Company $128,155.59 Leadership Development TOTAL $128,155.59 DISCUSSION: The 2014 Florida Legislature has allocated funding for School Districts across the state for Administrator Professional Development. Districts were required to submit a plan of action outlining strategic initiatives to develop instructional leaders at the District and school level. The Office of Professional Learning and Development received and tentatively accepted a proposal from Houghton Mifflin Harcourt Publishing Company (The Leadership and Learning Center) to build on leadership development initiatives enacted this past year. Pending approval and award of the State of Florida Department of Education grant funding, the Houghton Mifflin Harcourt Publishing Company will provide an intensive approach to professional development that will build capacity to increase student achievement through specific practices in the areas of leadership development and accountability for Brevard Public Schools. The attached agreement is solely dependent upon the State of Florida Department of Education grant approval and funding. Should DOE grant funding not be approved and awarded the agreement with Houghton Mifflin Harcourt Publishing Company will not be executed and no funds will be expended. This sales and service agreement is being submitted prior to the award of the grant, which is not our normal practice, because training is scheduled to start on September 8, 2014 and there is no scheduled Board meeting between August 27, 2014 and September 9, 2014 to bring a fully funded agreement to the Board for approval. CONTRACT TERM: The initial contract term shall commence August 27, 2014 and continue until June 30, 2015. RECOMMENDATION: It is the recommendation of Debra Pace, Associate Superintendent of Human Resources Services, Dr. Jane Respess, Director of Professional Learning and Development, and staff to approve the attached agreement with Houghton Mifflin Harcourt Publishing Company in the amount of $128,155.59. Agreement is contingent upon Florida Department of Education grant approval and associated funding. Should Brevard Public Schools not be awarded the aforementioned funding, this training program will not be provided and no funds will be expended. AUTHORITY FOR ACTION: Florida Administrative Code 6A-1.012 (11) (a)
ACTION BY BOARD: Approved Recommendation(s) Above & Awarded Meeting Date: August 26, 2014 Other Kristine L. Rumping Manager of Purchasing Services Mark Langdorf Director of Risk Management Judy R. Preston Associate Superintendent of Financial Services
A Partnership Proposal for Leadership Development in Brevard Public Schools July 15, 2014 The Leadership and Learning Center
The Leadership and Learning Center Contents Proposal Overview... 3 Full Description of Services... 4 Investment Schedule of Proposed Services... 11 Contact Information... 12 2
The Leadership and Learning Center Proposal Overview The Leadership and Learning Center provides an intensive approach to professional development that will build capacity to increase student achievement through specific practices in the areas of leadership development and accountability for Brevard Public Schools. The Center s unique Leaders Developing Leaders Seminar Series is a flexible suite of services developed to empower your leaders and aspiring leaders to take an active role in their own improvement, the development of their staff and colleagues, and driving positive change across the district. The Leaders Developing Leaders Seminar Series will provide an infusion of leadership research, collaboration and monitoring of best local practices to support sustainable leadership development. 3
The Leadership and Learning Center Leaders Developing Leaders Seminar Series The Leaders Developing Leaders Seminar framework consists of three main content strands with researchbased seminars for each as described below: School Culture According to the research, effective school leaders communicate a vision of the school that is translated into a philosophy, goals, and objectives designed to result in excellence in teaching and learning. They initiate and effectively implement change. Effective leaders create and maintain a culture of high performance among students and staff based on teamwork, collaboration and best practices. Accountability is shared, and collective efficacy is built. The School Culture seminars include; The Change Leader, The Collaborative Leader, The High Performance Leader and The Moral Leader. They are described below: The Change Leader seminar is designed to help principals, assistant principals, and district leaders examine the challenges of managing change in an organization and how to develop strategies to cope with this change. One of the essential aspects of this seminar is to examine the trends and patterns of change in leadership in order to synthesize those aspects and successfully implement a change initiative in the organization. Leaders will learn why people resist change and what they can do to plan for and overcome the varying degrees of resistance they will encounter as they move a project to full implementation. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: A more thoughtful and strategic approach to how change initiatives are introduced An increase in the success rate of the launch and sustainment of change initiatives in the schools The Collaborative Leader highlights the importance of creating a collaborative culture in schools based on the evidence gleaned from current research that demonstrates the positive relationship between collaborative structures and increasing student achievement, engaged teachers, and culture of commitment rather than a culture of compliance. The seminar is organized on the four C s of collaborative leadership including; culture, conversation, cooperation, and communication. Collaborative strategies will be used throughout the seminar to enable participants to experience a collaborative culture, and feel, see, and hear what needs to occur in their work with teachers, students and parents. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Leaders who model effective collaboration with their teams and set clear expectations for collaboration among staff The creation and sustainment of collaborative cultures where cooperation, conversation, and collaboration are the standard way of doing business The High-Performance Leader is intended to engage leaders in deep thinking about the importance of school culture when trying to create a high-performance team. Research tells us that there are distinct and powerful qualities of successful leaders. The participants will explore these qualities, along with new and surprising research on what motivates people to give more of them at work. How is it that some leaders get twice the productivity from their people than others? How do leaders share leadership while holding everyone accountable? Framed as the secrets and simple truths of high performing school cultures, leaders will learn the answers to these questions and more. 4
The Leadership and Learning Center As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Leaders who understand the importance of school culture and take daily actions to build a culture of high performance Sustained positive results in the face of increasing challenges and demands The Moral Leader is a designed to help principals, aspiring leaders, district leaders, and others examine the challenges of managing change in an organization and how to maintain a focus on moral imperatives as this change takes progresses. One of the issues facing current school systems is inevitable change. To facilitate this change requires the moral imperative of a leader that can maintain focus, advocate for students, and build trust through integrity. Now more than ever, relational trust, integrity, and moral purpose are essential to build the types of systems it will take to reach the challenges of increased standards, shrinking budgets, and equity for all students. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Reflection on the importance of moral leadership to guide strategies for ensuring a climate marked by clarity of purpose and integrity An increase in the understanding and the application of professional ethics codes to initiatives of change in schools related to student achievement An improvement in the climate of based on trust within the organization A deeper discussion of what is required to lead with the moral imperative of ensuring that ALL kids have the opportunity to learn at deep levels 5
The Leadership and Learning Center Teaching and Learning Effective school leaders assume responsibility for the improvement of instructional practice and demonstrate an understanding of excellence in teaching and learning. Effective leaders participate and collaborate with staff during team meetings, professional development, and classroom instruction. They communicate a clear and intimate knowledge of cause and effect data and they use it to improve staff performance and student achievement. They understand the impact of high effect size instructional and leadership practices and they know how to apply them in the classroom. The most effective leaders promote, participate and lead teacher learning and development to ensure quality teaching and improved student learning outcomes. The seminars in this strand include; The Instructional Leader, The Common Core Leader, The Learning Leader, and The Data Leader. They are described below. The Instructional Leader will help school and district leaders focus on research-based leadership actions that are linked to improved student achievement. There has been so much written about instructional leadership in the past decade that it has become overwhelming and near impossible for a principal to narrow the focus to a few powerful actions that have been proven to make a difference in both staff and student learning outcomes. The participants will learn about the most current, comprehensive studies to date and then synthesize the findings to create an action plan to move forward grounded in what works. Leaders will also discuss managing their time more effectively in order to create time for instructional leadership. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: School leaders spending more time in classrooms effectively observing and engaging in instruction Teachers receiving high quality feedback for growth School-wide focus on high effect size practices for teachers and leaders Principals as coaches for team and individual instructional capacity building Improvement of the quality of instructional delivery The Common Core Leader seminar designed to build the knowledge and capacity of school and district leaders for successful implementation of the Common Core State Standards. The customization will be based on the group s current knowledge and experience with the Common Core. The starting place and depth of coverage will be determined in advance during pre-planning conversations with Center consultants and the district. The emphasis will be on leading instructional academic rigor required by the standards and the alignment of instructional practices to the requirements in next generation assessments, whether they are PARCC, Smarter Balanced, or state developed assessments. Participants will be engaged throughout the day in a variety of interactive learning activities, including table talks, hands on analysis. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Comprehensive planning for the full and successful implementation of the Common Core in all schools Instructional delivery based on building conceptual understanding and rigorous expectations for all students Alignment of instruction to next generation assessments 6
The Leadership and Learning Center The Learning Leader is designed to provide school and district leaders with information on how to profoundly change leadership practices to directly impact instruction. Why is a learning leader key to significant school improvement? What is a learning leader? How do you become a learning leader? Based on a large body of research, The Learning Leader focuses on the power of the principal promoting, participating and leading teacher learning and development as a key practice to positively impact student achievement. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Administrators who focus on learning as well as leading School teams, leaders included, who challenge one another s thinking, and explore and learn together for improved teaching and learning for all The Data Leader seminar is designed to present school and district leaders with information on how to profoundly change leadership and teaching practices to directly impact instruction and student achievement through the effective analysis of cause and effect data, that is, linking the actions of adults to outcomes for students. Additionally, leaders will learn a six step process for analyzing their data at the classroom and building level, and leadership strategies to sustain the work. The Data Leader focuses on how to reconceptualize the principals role to create a data rich, data use, school culture of learning for all students, teachers. This research-based framework ensures ongoing collaboration, intellectual rigor, and organizational synergy. Administrators as data leaders are essential for schools using Professional Learning Communities, as well as schools who have Data Teams. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Leaders who know their data and take the lead in working with teacher teams to improve their capacity for data-driven decision making in the classroom Highly functioning leadership teams that have a strong connection between their work and the work of the teacher teams and the district team The creation of a data rich culture where transparency and teamwork are clearly evident 7
The Leadership and Learning Center Continuous Improvement Effective school leaders embrace feedback for professional growth and improvement. They understand that the job is multi-faceted and requires deliberate practice, feedback, and coaching to become highly effective. Strong leaders identify and develop certain strengths of staff members. They provide clear, honest feedback for growth while tolerating errors and valuing practice. They distribute leadership based on readiness and capacity. They make good hiring decisions and build a climate that nurtures teaching talent. They manage time, resources, people and operations to maximize results and meet clear performance targets. The seminars in this content strand include; The Coaching Leader, The Disciplined Leader, The Reflective Leader and The Resourceful Leader. They are described below: The Coaching Leader seminar focuses on the evolving role of school leaders as coaches. Many times leaders are expected to coach teachers, coach their coaches and coach their aspiring leaders. It can be a bit overwhelming. This seminar is designed to help school and district leaders understand the foundational research which supports coaching for instructional improvement, and engage them in an exploration of three research-based coaching models to use in their various roles as coach. Participants will be engaged throughout the day in a variety of interactive learning activities including table talks, role plays, and case studies. They will take a self- assessment to determine their readiness for coaching and make commitments to improve their coaching techniques. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Principals using specific coaching techniques proven to elicit deep thinking and application of feedback from teachers Effective coaching conversations for improved instruction through effective questioning, listening and paraphrasing Cultures built on trust to enable meaningful coaching relationships The Disciplined Leader is centered on three major themes; Personal and Organizational Bone-Deep Beliefs, Systems Improvement, and Organizational Development. School and district leaders will ground their learning in current research and apply their learning to their unique contexts. Leaders will focus on the organizational side of their responsibilities and discuss how best to manage all they have to get done, including: budgets, human capital management of instructional and non-instructional staff, school improvement, culture, teambuilding, and decision making. Time management will be a critical component of the learning experience. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Improved management of school operations Leaders with more time for instruction Increased leadership capacity at all levels The Resourceful Leader is a full-day seminar designed to help school and district leaders focus on researchbased actions to improve the quality of instruction and improve student achievement, all while considering tight budgets and ever-decreasing access to resources. The participants will learn about the most current, comprehensive studies to date and then synthesize the findings to create an action plan to move forward grounded in what works. Leaders will learn the importance of teacher quality, professional development as a resource, and hiring practices. 8
The Leadership and Learning Center As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: School leaders leading schools with improved instruction and increased student achievement despite reduced budgets School leaders making decisions regarding resources that are grounded in the most current research School leaders understanding and leading with an emphasis on quality professional development as a major resource The Reflective Leader will focus school and district leaders on contemporary leadership research with regard to principal development and growth. Using a multidimensional leadership assessment as a tool for reflection and growth, leaders will assess their current proficiency on ten research-based domains of leadership. These domains are essential to successful leadership in schools today. Through sincere and earnest self-exploration, leaders can develop growth plans targeted on the highest leverage skills to help them rapidly improve their leadership effectiveness. As a result of this seminar and intentional implementation afterward, districts can expect the following outcomes: Self-reflective leaders who direct their own growth and development based on feedback from supervisors, peers, mentors, or coaches Improved leadership capacity from current and rising administrators Implementation Coaching Sessions Customized implementation coaching sessions throughout the year ensure effective application of the professional development previously presented. These sessions make leaders and staff more supportively accountable for their learning and also model best practices. Each customized, job-embedded, flexible visit provides specific, focused, and individual attention to the priorities and needs of the school. These visits also provide differentiated professional development that blends all initiatives together so they will be successful as a whole. Learning Objectives for Implementation Visits: Individualized support for administrators and teacher leaders Goal-setting and feedback Leadership strategies to support classroom walk-throughs for standards implementation Meetings with the leadership team Leadership training for small groups Review of building-level assessment data to make key inferences and decisions Curriculum review Review of program implementation to ensure instructional leadership 9
The Leadership and Learning Center Certification Training The Center will provide leaders and aspiring leaders with certification training to build internal capacity. This extraordinary learning experience begins with a four- or five-day intensive interactive training and follows up with one on-site visit and continuous support. The training provides participants with the knowledge, skills, and experience necessary to present and implement the content of the seminars to educators throughout the district. Participants become certified trainers who will assist educators in utilizing data and collaborating to improve teaching and learning ultimately increasing student achievement. The Certification Training and follow-up support will help your district do the following: Build internal capacity Save significant amounts of money Provide effective ongoing professional development For less than the cost of a one-day seminar presented by a consultant from The Center, a certified trainer can present seminars an unlimited number of times within their district for a period of three years. In addition, certified trainers receive ongoing support from senior Center consultants as they drive deep implementation of best practices. Learning Objectives for Certification Training: Become an effective presenter of the content of the Leaders Developing Leaders seminars Learn how to use the training manual and seminar resources to enhance the learning experience for teachers and administrators Sustain professional development by providing on-site expertise during implementation at the school and district levels Create a customized plan that results in sustainable professional development across the district Improve implementation and monitoring All participants in the certification training will also receive a package of permanent resources to support their implementation efforts. 10
The Leadership and Learning Center Investment Schedule of Proposed Services The following options are designed to meet the needs of Brevard Public Schools. Additional consultation with all stake holders will occur prior to the onset of this plan to confirm objectives, timelines, costs and organizational structure of the trainings. Date Description Estimated Investment Leaders Developing Leaders Seminar Series with Dr. Cathy Lassiter $35,496.73 October 21, 2014 January 5, 2015 March 13, 2015 June 3, 2015 4 one- day on-site seminars: o The Instructional Leader o The Data Leader o The Common Core Leader o The Learning Leader Materials for 60 participants included Inclusive of consultant fees, travel, expenses Leaders Developing Leaders Seminar The Change Leader with Dr. Cathy Lassiter $9,308.86 June 4, 2015 Materials for 120 participants included Inclusive of consultant fees, travel, expenses January 6, 2015 March 14, 2015 June 2, 2015 Implementation Coaching with Dr. Cathy Lassiter 3 days on-site small-group coaching $19,350.00 Leaders Developing Leaders Teaching and Learning Certification Training $64,000.00 June 15-19, 2015 5-day training, plus 1 follow-up day 8 participants Ability to present seminars and support district implementation for 3 years Access to Leadership and Learning Center training materials and resources Total Proposed Investment $128,155.59 11
The Leadership and Learning Center The Leadership and Learning Center is excited to develop a close partnership in education with Brevard Public Schools, and we pledge to commit our resources to the common goal of success. We look forward to your response to our proposal and to any future opportunities to discuss how The Leadership and Learning Center and Houghton Mifflin Harcourt can meet your needs. Angi Egan The Leadership and Learning Center Account Executive 720.473.7432 angi.egan@hmhco.com 12
SSA #15-106-KR EXHIBIT B VENDOR CONFLICT OF INTEREST DISCLOSURE FORM DISCLOSURE REQUIREMENT: All businesses ( VENDORS or VENDOR of VENDOR S ) that wish to conduct business with Brevard Public Schools ( BPS ) must complete and return this form. Please note that all VENDORS are subject to the BPS Code of Ethics, which prohibits BPS employees, BPS consultants, and School Board members from having certain personal, business, or family relationships with persons or entities conducting (or proposing to conduct) business with BPS and which additionally prohibits the acceptance of gifts from VENDORS. The entire Code of Ethics may be viewed at http://ethics.brevard.k12.fl.us. The Code and its definitions are incorporated by reference into this Disclosure Form. If a VENDOR has a disclosable relationship, the VENDOR should assume that the relationship may pose a conflict of interest until notified to the contrary in writing by a BPS staff member authorized to confirm that a determination has been made that a conflict does not exist. A principle of the Code of Ethics is to ensure that relationships do not influence any official decision or judgment of BPS employees, BPS consultants or School Board members. Accordingly, disclosure also should be made for any such person connected with Vendor (e.g., officer, director, partner, shareholder, employee, sub contractor, consultant, agent) that is likely to: (i) materially contribute to VENDOR S preparation, drafting, or presentation of a proposal or bid for services, (ii) materially contribute to VENDOR S negotiation of a contract with BPS, or (iii) perform material services under a contract with BPS. Below, these persons are referred to as Disclosable Persons. CERTIFICATION: I hereby certify that, except as disclosed below, to VENDOR S knowledge, there is no conflict of interest involving the VENDOR named below that would violate the BPS Code of Ethics, including that: (a) after inquiry, neither VENDOR nor any Disclosable Person is involved or engaged in any private business venture or enterprise, directly or indirectly, with any BPS employee, consultant, or Board member or his or her family member; (b) no BPS employee, consultant, or Board member or his or her family member owns or has a material personal financial interest (directly or indirectly) in VENDOR or is engaged in a material personal business transaction with VENDOR; and (c) no BPS employee, consultant or Board member or his or her family member is employed by VENDOR. I further certify that, during any period prohibited by an applicable solicitation, neither the VENDOR nor anyone acting on its behalf has requested that any employee, consultant, or Board member of BPS exert any influence to secure the appointment of VENDOR under a contract or proposed contract. VENDOR INFORMATION: VENDOR Name: VENDOR Phone Number: VENDOR Address: Houghton Mifflin Harcourt Publishing Company 720-473-7432 Federal Identification Number: State of Incorporation or Domicile: 041456030 Massachusetts Continued Page 1 of 2
Vendor Conflict of Interest Disclosure Form DISCLOSURE STATEMENT: I BELIEVE THAT THE VENDOR REFERENCED ON PAGE 1 DOES have a potential conflict (or conflicts) of interest with a current or potential BPS employee(s), BPS consultant(s), or BPS School Board Member(s). Yes, the above statement is true. No, the above statement is not true. If you checked YES above, please provide the following information: LIST the name(s) of BPS employee(s), BPS School Board member(s), BPS consultant(s), or BPS employees, BPS School Board members, or BPS consultants family member(s) with whom there may be a conflict of interest: 1. XX PROVIDE A BRIEF DESCRIPTION of the nature of the potential conflict(s) of interest: SIGNATURE: By my signature below, I certify that I am the Authorized Representative of the VENDOR named herein, and that all of the information I am providing is true and complete and to the best of my knowledge: Lisa A. Jacobson Print the name of the VENDOR S Authorized Representative Director, Business Desk Print the Position/Title of the VENDOR S Authorized Representative VENDOR S Authorized Representative s Signature August 14, 2014 Date Rev: 9/13/2011 Page 2 of 2