TRANSITION

TEAM REPORT
PREPARED FOR DR. SHAWN JOSEPH, DIRECTOR OF SCHOOLS
CO-CHAIR LETTER

IT IS WITH GREAT PLEASURE that we present a preliminary report of the Transition

Team to Dr. Shawn Joseph, Director of Schools, Metro Nashville Public Schools
(MNPS). The purpose of this report is to share with members of the Nashville
schools community the Transition Teams research, deliberations, and the resulting
recommendations which focused on four critical areas: Student Achievement;
School Choice; Communications and Community Engagement; and Human
Resources and Talent Management.

The charge to the Transition Team from Dr. Joseph was straightforward in its intent to
assess surety of mission in the above key areas, and to produce recommendations that
might accelerate the journey toward a first class, public school system:

Assess the instructional program, determine how well the school system
is meeting its academic goals and identify ways in which its vision could
be better achieved;

Review the availability of school choice within MNPS and the processes,
policies and systems that support the school choice selection, and recommend
strategies to ensure school choice in MNPS is equitable, accessible, and supports
the needs of diverse students and families;

Determine the current status of the Districts strategic communications plan,

including the communications office organization and functions, as well as
needed resources; and

Analyze the systems and processes that are utilized for recruiting,
hiring, onboarding, supporting and evaluating employees, and make
recommendations for how the district can recruit and retain the best
and the brightest educators and support staff.

The Transition Team, consisting of community stakeholders, parents, higher education

professionals, union leadership, business, industry and non-profit representatives,
school staff, as well as nationally-recognized leaders in the Education field, adopted
an approach of collaboration, cooperation, and candor in gathering information
and crafting recommendations. Their working purpose was motivated by a sincere
desire to expand opportunities for the students served by the system, provide them
with the best educators on a daily basis, ensure continuous achievement, and to
reach out effectively to key stakeholders and partners.

The report that follows encompasses many hours of work on the part of multiple
individuals who volunteered their time on behalf of the students in MNPS. The
report is clear in its recommendations and resolute in its commitment to children,
to educators, and to the community.

On behalf of the Transition Team, we thank you for the opportunity to serve,

MR. DAVID WILLIAMS II DR. ELIZABETH BETTY

VICE CHANCELLOR FOR UNIVERSITY MOLINA MORGAN
AFFAIRS AND ATHLETICS PRESIDENT AND CEO
VANDERBILT UNIVERSITY THE MORGAN EDUCATION GROUP

TRANSITION TEAM REPORT | 3

 TRANSITION TEAM MEMBERS
TRANSITION TEAM CO-CHAIRS
BETTY MOLINA-MORGAN
PRESIDENT AND CEO MORGAN EDUCATION GROUP
DAVID WILLIAMS II
VICE CHANCELLOR FOR UNIVERSITY AFFAIRS
AND ATHLETICS, VANDERBILT UNIVERSITY
STUDENT ACHIEVEMENT COMMITTEE
CHAIR, MICHAEL CASSERLY
COUNCIL OF THE GREAT CITY SCHOOLS
EXECUTIVE DIRECTOR
JARRED AMATO
MAPLEWOOD HIGH SCHOOL TEACHER
MICHAEL CARTER, SR.
PINNACLE CONSTRUCTION PARTNERS
MANAGING PARTNER
DALE FARRAN
VANDERBILT UNIVERSITY PEABODY COLLEGE
TEACHING AND LEARNING CHAIR
DORSEY HOPSON II
SHELBY COUNTY SCHOOLS DIRECTOR OF SCHOOLS
R. MILTON JOHNSON
HCA CHAIRMAN AND CEO
KRISTIN MCGRANER
STEM PREPARATORY ACADEMY FOUNDER
CANDICE MCQUEEN
TENNESSEE EDUCATION COMMISSIONER
JOHN MORGAN
TENNESSEE BOARD OF REGENTS CHANCELLOR
ROSER SALAVERT
FORMER NEW YORK CITY SCHOOLS
COMMUNITY SUPERINTENDENT
KIMBERLY STATHAM
MONTGOMERY COUNTY PUBLIC SCHOOLS
DEPUTY SUPERINTENDENT
J. STEPHEN TURNER
MARKETSTREET EQUITIES COMPANY FOUNDER
ROBBIN WALL
MCGAVOCK HIGH SCHOOL PRINCIPAL
SCHOOL CHOICE COMMITTEE
CHAIR, MAREE SNEED
HOGAN LOVELLS INTERNATIONAL
LAW FIRM PARTNER
BARRY BARLOW
METRO SCHOOLS PARENT
LYNNETTE BROWN
CONEXINAMRICAS FAMILY ENGAGEMENT
PROGRAM COORDINATOR
TODD DICKSON
VALOR COLLEGIATE ACADEMIES FOUNDER AND CEO
RICHARD DINKINS
TENNESSEE COURT OF APPEALS JUDGE
V.H. SONNYE DIXON
HOBSON UNITED METHODIST CHURCH PASTOR
NATALYN GIBBS
SHWAB ELEMENTARY PRINCIPAL
TONY HEARD
INFOWORKS INC. PARTNER
JOHN INGRAM
INGRAM INDUSTRIES CHAIRMAN
ED KINDALL
METRO COUNCIL MEMBER
AARON SPENCE
VIRGINIA BEACH CITY PUBLIC
SCHOOLS SUPERINTENDENT
4 | TRANSITION TEAM REPORT
CELESTE WILLIAMS
TENNESSEE STATE UNIVERSITY
INTERIM DEAN, COLLEGE OF EDUCATION
JAMES WILLIAMS
FORMER HOWARD UNIVERSITY
DEPARTMENT OF EDUCATION PROFESSOR
TONJA WILLIAMS
HEAD MIDDLE MAGNET PRINCIPAL
HUMAN RESOURCES & TALENT COMMITTEE
CHAIR, SUSAN MARKS
CONSULTANT IN HUMAN RESOURCES
MAURA LEE ALBERT
SERVICE EMPLOYEES INTERNATIONAL
UNION LOCAL 205 MEMBER STRENGTH DIRECTOR
SUSAN BLANKENSHIP
WAVERLY-BELMONT ELEMENTARY PRINCIPAL
SHANI JACKSON DOWELL
RELAY GRADUATE SCHOOL OF EDUCATION
SEGUN EUBANKS
NATIONAL EDUCATION ASSOCIATION DIRECTOR
OF PROFESSIONAL EDUCATOR SUPPORTS
ERICK HUTH
METRO NASHVILLE EDUCATION ASSOCIATION PRESIDENT
ELISSA KIM
FORMER METRO NASHVILLE SCHOOLS BOARD MEMBER
MICHAEL MERCHANT
ARBINGER INSTITUTE SENIOR EXECUTIVE CONSULTANT
LETICIA SKAE-JACKSON
MARTIN LUTHER KING, JR. MAGNET TEACHER
DEBORAH STORY
FORMER ST. THOMAS HEALTH
HUMAN RESOURCES EXECUTIVE
COMMUNICATIONS AND COMMUNITY
ENGAGEMENT COMMITTEE
CHAIR, SHANNON HUNT
NASHVILLE PUBLIC EDUCATION FOUNDATION
PRESIDENT AND CEO
ANGIE ADAMS
PENCIL FOUNDATION CEO
AGGIE ALVEZ
DISCOVERY EDUCATION VICE PRESIDENT
OF MARKETING AND COMMUNICATION
DALLAS DANCE
BALTIMORE COUNTY PUBLIC SCHOOLS SUPERINTENDENT
LAURA MOORE
MAYOR MEGAN BARRYS EDUCATION LIAISON
KENT OLIVER
NASHVILLE PUBLIC LIBRARY DIRECTOR
TARA SCARLETT
SCARLETT FAMILY FOUNDATION CEO
RENATA SOTO
CONEXIN AMRICAS CO-FOUNDER
AND EXECUTIVE DIRECTOR
KATY VARNEY
MCNEELY PIGOTT AND FOX PARTNER
BISHOP JOSEPH W. WALKER, III
MT. ZION BAPTIST CHURCH OF NASHVILLE PASTOR
REPORT EDITORS
REBECCA A. THESSIN
THE GEORGE WASHINGTON UNIVERSITY
ASSISTANT PROFESSOR
JENNIFER K. CLAYTON
THE GEORGE WASHINGTON UNIVERSITY
ASSOCIATE PROFESSOR
EXECUTIVE SUMMARY

IN ORDER TO QUICKLY identify and begin to address key issues confronting the
school system, in July 2016 Dr. Shawn Joseph, then the newly-appointed Director
of Schools for Metro Nashville Public Schools (MNPS), formed a Transition Team.
Comprised of a group of talented individuals, who represented a broad range of
education and business sectors, this Transition Team was charged with uncovering
challenges and advising Dr. Joseph on potential solutions to systemic long-standing
problems. Mr. David Williams II, Vice Chancellor for University Affairs and Athletics,
Vanderbilt University, and Dr. Betty Molina Morgan, President and CEO, The Morgan
Education group, co-chaired the Team.

Four subcommittees were formed to conduct four in-depth reviews: Student

Achievement; School Choice; Human Resources and Talent Management; and
Communications and Community Engagement. The Team members conducted
thorough department reviews which included conducting focus groups and
interviews, reviewing pertinent data, and examining multiple documents and reports
in order to formulate recommendations to guide the Directors actions toward
improving the system.

All subcommittees highlighted the commitment and talent of the staff in MNPS and
the strong support for public education from the community surrounding the system.
Despite many committed individuals and numerous successes, however, significant
challenges remain in the four areas of focus. Namely the Transition Team identified
six critical needs, to:

Ensure that all students graduate from high school college and career ready, to
accelerate their learning (especially in Reading and Math), and to eliminate gaps
in achievement between student groups;

Provide outstanding educational programs and improve choice offerings,

program features, access, entry procedures, diversity, and advocacy;

Establish a vision for excellent education through the development and

implementation of a new district strategic plan, accompanied by a system of
accountability to ensure that results are measured at regular intervals in both
the central offices and schools, and to ensure unity and consistency of daily
action throughout the system;

Provide clearly-defined procedures, updated structures, and state-of-the-art

processes and systems in order to eliminate inefficient, and outdated practices
that are not serving internal and external stakeholders well;

Create a welcoming culture throughout schools and offices and employ a wide
range of technology and tools for effective and rapid stakeholder outreach to
solicit and encourage diverse input; and

Communicate clearly the systems values and expectations, and market its best
qualities aggressively.

More than 100 recommendations were generated by almost 50 members of the four
committees. Some recommendations are intended to be implemented immediately
with a sense of urgency during a short-term period, and some are to be considered
for implementation over a longer period of time. They are all intended as a road map
to guide Dr. Joseph to meet challenges and steer the school system toward a highly
successful future.

TRANSITION TEAM REPORT | 5

 INTRODUCTION

Overview of the District

The Metro Nashville Public Schools

(MNPS) encompasses 163 schools
that serve more than 87,000
Tennessee children. It is the second
largest school district in Tennessee
and one of the largest school
districts in the nation. More than
10,000 teachers, administrators,
and support staff serve students
in this educational system. MNPS
includes a variety of choice options
to serve Nashville residents,
including magnet schools, charter
schools, and academies. More than
75% of students enrolled in MNPS
are economically disadvantaged
compared to nearly 58% statewide.
Similar gaps exist for the End-of-
Course exams in High School for
Algebra I and English II (see Figure
2). The White/Black gap is greater
in English II (25 percentage points)
than in Math (13 percentage points).
Again, Special Education and
Limited English Proficient students
perform far below the district average
in English II and Algebra I.

While there is modest growth in

the last two years as measured by
available achievement data, further
examination reveals distinct gaps in
performance between schools and
subgroups. Student achievement
on statewide assessments in grades
3-8 and 9-12 remains below the
state average. Results indicate that
more than 60% of students in grades
3-8 do not pass at the proficient or
advanced levels on the Reading/
Language Arts state exams.
Student graduation rates have
Further examination of statewide shown improvement since 2011,
assessments reveals significant as reported by MNPS, and the
achievement gaps across all areas, current rate is about 82%. Still,
including racial, economic status, there is a 27 percentage point
English language capacity, and gap in graduation rates between
students with disabilities (see Figure Special Education students and
1). In grades 3-8, double-digit White- all other students, with only about
Black achievement gaps exist in 55% of Special Education students
both Reading/Language Arts (25 graduating on time (see Figure 3).
percentage point gap) and Math
(24 percentage point gap). These
performance discrepancies are
most significant when comparing
the performance of Limited English
Proficient students (26 percentage
point gap in Reading/Language Arts)
and Special Education students (25
percentage point gap in Math)
with the district average.

6 | TRANSITION TEAM REPORT

Across the backdrop of these
achievement results, and the
findings of the Transition Team, is
a persistent and present need for
the city of Nashville to ensure that
all children graduate college- and
career-ready. To fulfill this goal, the
city must be willing to invest in its
public schools, as other cities have,
and take this step forward to meet
the expectation of a first-class
public school system.
Need for a Transition Team
Dr. Shawn Joseph, prior to his
official start in July 2016, convened
this transition team to understand
the strengths, opportunities, and
challenges faced by the district.
Through a collaborative committee
structure involving both local
stakeholders and national experts,
he sought to enhance his own
understanding of the districts needs
and identify priority areas for next
steps. Dr. Joseph established four
committees focused on specific
aspects of the school systems work:
Student Achievement: Focus on
the instructional program,
determine how well the school
system is meeting its academic
goals, and identify ways in which
its vision could be better achieved.
School Choice: Review the
availability of school choice within
MNPS, review the processes, policies,
and systems that support the school
choice selection, and recommend
strategies to ensure school choice
in MNPS is equitable, accessible,
and in support of the needs of
diverse students and families.
Communications and
Community Engagement:
Assess the Districts strategic
communications plan, including
the communications office
organization and functions,
as well as needed resources.
Human Resources and
Talent Management:
Assess the systems and
processes for recruiting, hiring,
onboarding, supporting, and
evaluating employees and make
recommendations for how the
district can recruit and retain the
best and the brightest educators
and support staff.
To achieve their task, subcommittee
members reviewed hundreds of
documents and a multitude of
data, requested presentations from
district staff, facilitated focus groups,
designed and administered surveys,
conducted interviews with staff,
parents, and other community
members, and participated in school
tours and community meetings. This
report provides a brief overview of
findings and short- and long-term
recommendations for improvement.
TRANSITION TEAM REPORT | 7
 Overview of Findings
In the Transition Teams discussions
from July to November, 2016, several
themes emerged across the work of
the four subcommittees:
THE STRENGTH OF THE
PEOPLE AND THE COMMUNITY
TO DO THE WORK
Multiple subcommittees pointed to
the commitment and the talent of
MNPS staff, from the central office to
the classroom level. Further, there is
strong community support for public
education in Nashville and a number
of willing community partners to
contribute to the work
of improvement
THE BENEFIT OF DIVERSITY
AND THE CHALLENGE OF
ACHIEVING EQUITY
MNPS is diverse in its student
population, and thus, in its students
needs, as well as in the broad types
of school options and opportunities
available to students. Yet diversity
must be accompanied by equity
to ensure that all learners have the
resources and supports needed to
be successful in every classroom,
8 | TRANSITION TEAM REPORT
in every school. The persistent gaps
in student performance between
student populations are continued
cause for concern in MNPS.
THE NEED FOR CLEAR
DISTRICT VISION AND
UNITY OF DIRECTION
The lack of a clear vision and
direction for MNPS has resulted in
a multitude of improvement efforts
being pursued by various offices and
by schools, with little accountability
for results and few ways to measure
the impact of these efforts. While
schools need to be provided with
clear guidelines and supports to
allow them to make some choices
to best meet the needs of their
student population, the tremendous
number of programs and curricula
in use, without evidence of their
effectiveness, makes it difficult to
support the provision of a high
quality, rigorous education across
schools. Establishment of a vision
and a comprehensive strategic plan,
accompanied by a clear system of
accountability for both central office
and for schools, is an essential first
step for the new administration.
ESTABLISHMENT OF CLEAR
STRUCTURES AND PROCESSES
TO GUIDE THE SYSTEMS WORK
In many cases, the lack of clear
procedures and continued use of
outdated processes serve as cause
for confusion among numerous
stakeholder groups both internal
and external to the system. For
instance, there is evidence that
applicants for positions, principals
who are working to fill positions, and
parents who are evaluating school
options for their children, as just
a few examples, are all affected by
inefficient or confusing processes
to achieve intended outcomes.
RECOMMENDATIONS

EACH SUB-COMMITTEE
worked diligently from early
July to November 2016 to identify
recommendations for improving
the school systems ability to
educate and serve students
equitably, effectively, efficiently, and
respectfully. The recommendations
stem from the areas of strength
and challenges to address that
were initially shared in December
2016. For a summary of findings
strengths and challenges that
led to these recommendations,
please see Appendix 1 (Summary
of Sub-committee findings).

The Transition Team report is

designed to catalyze the more
equitable and rapid student gains
that everyone in the broader
Nashville community desires.
Derived from research and expert
analysis combined with the broad
community input Dr. Joseph has
sought and continues to seek
these recommendations will inform
the completion of a strategic plan
that is ambitious, actionable,
and measurable.

Sharing these recommendations

at this stage in the strategic plans
development will help Dr. Joseph
and his team quickly identify,
prioritize, and sequence the most
high-leverage goals, strategies,
actions, and measures of success.

While numerous there are more

than 100 recommendations which
together are designed to convey
a sense of urgency to focus on
students, employees, organizational
systems, and interaction with
parents and the community.

WHAT FOLLOWS ARE THE SPECIFIC, DETAILED

RECOMMENDATIONS BY EACH SUB-COMMITTEE.

TRANSITION TEAM REPORT | 9

STUDENT ACHIEVEMENT
SEE APPENDIX 2, WWW.MNPSDIRECTOR.ORG, FOR THE FULL STUDENT ACHIEVEMENT SUBCOMMITTEE REPORT.
PRIORITY AREA 1
ACADEMIC PRIORITIES AND GOALS
Agree on a broad academic plan, work together
on implementing that plan, and stick with it over a
sustained period of time.
SHORT-TERM RECOMMENDATIONS
1. Encourage the school board to develop
clear academic priorities, and then reorient
the boards work and its meetings primarily
around monitoring the academic progress of
the districts children on an agreed-upon set
of key performance indicators.
2. Ensure the school board and the districts
new administrative leadership are very clear
and repeatedly vocal about the need for high
expectations for all children in the district.
3. Charge the school board and the districts
new administrative leadership with rethinking
and revamping the districts site-based
instructional approach to academic
improvement, and define a clear academic
direction for the school system.
4. As the district is updating its strategic plan, revisit
what worked and did not work in the previous
plan and ensure the districts goals are built the plans are not approved unless they actually
around attaining more than one years worth
of growth for students who are behind.
LONG-TERM RECOMMENDATIONS
1. Carefully monitor progress on the districts
academic goals, ascertain what parts of the
districts improvement plan are working and
why, and stick with the broader and most
effective parts of the plan for a number of years.
2. Evaluate the superintendent on progress
towards the academic goals that the board
and superintendent have set.
3. Ensure that each of the districts major
instructionally related departments has plans
and goals that align with the broader strategic
plan of the school system.
4. Structure the central office to ensure that it is
aligned to meeting the goals that the board and
the superintendent have set.
10 | TRANSITION TEAM REPORT
PRIORITY AREA 2
INSTRUCTIONAL TOOLS AND
INSTRUCTIONAL COHERENCE
Address the quality and focus of the districts
instructional tools for raising student achievement.
SHORT-TERM RECOMMENDATIONS
1. Have every child read and practice with
complex, grade-level text every day to begin
strengthening language skills of all students.
2. Revise the districts scope and sequence
documents to provide more guidance for
principals and teachers on what needs to
be taught and at what level of understanding
and ensure a level of cognitive demand that
is consistent with the standards.
3. As the district is revising its scope and sequence
documents, take advantage of sample units
found in the Basal Alignment Project on
EdModo to help support students in building
knowledge, developing academic vocabulary,
and reading and understanding grade-level,
complex texts.
4. Give the chief of schools final sign-off authority
on school improvement plans, ensure that
contain strategies for improvement, and develop
a mechanism for regularly monitoring progress
on the plans.
LONG-TERM RECOMMENDATIONS
1. Identify all of the instructionally-related
initiatives in the district, determine whether
they are actually adding value to students
academic performance, and curtail programs
that do not appear to be producing results.
2. Develop the evidence that teachers should
be looking for in order to determine the quality
of student work and provide guidance on how
instructional practice might change
to improve that work.
3. Revamp the districts walk-through documents
to ensure they are gathering appropriate
information on how the curriculum is being
implemented and whether students are actively
engaged in their learning.
4. Build instructional coherence within and across
grade levels consistent with college and career
readiness standards at each grade level.
PRIORITY AREA 3
PROFESSIONAL DEVELOPMENT
Build the capacity of the districts people to perform
higher levels of work through the establishment of
clear structures and expectations for professional
development at the school and system levels.
SHORT-TERM RECOMMENDATIONS
1. Set up a structure systemwide for establishing
school-level professional learning communities
(PLCs) and allocate time to hold them.
2. Identify key short-term instructional priorities
(e.g., daily use of complex texts) and begin
building systemwide professional development
around these short-term priorities. Create
greater coherence around all professional
development training.
3. Redesign the districts current professional
development program around the districts
academic goals rather than the individual
choices of school staff.
LONG-TERM RECOMMENDATIONS
1. Develop a multi-year professional development
plan to ensure a long-term and coherent
strategy for building the capacity of staff
at all levels.
2. Negotiate non-negotiables into the districts
professional developmentthat is, that
everyone will be required to participate in
order to build the instructional capacity of
the teaching force.
3. Build a districtwide professional development
system that will not only strengthen the capacity
of current staff but also define a pipeline of
talent across personnel levels of the system.
4. Build a system for regularly evaluating the
effectiveness of professional development in
terms of how well it is implemented and
whether it has any effects on student outcomes.
PRIORITY AREA 4
ASSESSMENTS AND DATA
Revamp the districts system of assessments to
ensure alignment and support schools in reviewing,
interpreting, analyzing, and discussing data.
SHORT-TERM RECOMMENDATIONS
1. Review and begin revamping the districts
short-term interim assessments to ensure
their alignment with state standards, the revised
scope and sequence, classroom practice, and
state summative assessments; involve the
districts best teachers in this process.
2. Enhance the districts training on the
interpretation and use of data.
3. De-emphasize, within state guidelines, the use
of test scores to determine teacher effectiveness
as instructional reforms are being put into place.
4. Begin curtailing individual schools
use of differing assessment systems
of their own choosing.
LONG-TERM RECOMMENDATIONS
1. Begin building an easy-to-use, data-analytic
system with as close to real-time data as is
possible to provide central office staff and
school-based staff with better information on
where students are struggling academically
and where they are making progress.
2. Build a regular calendar of program evaluations
to determine what works and what doesnt.
3. Define a standard data approach for schools to
help them review, interpret, analyze, and discuss
data that will help school-based staff ask the
right questions and consider the appropriate
steps for improving student achievement.
TRANSITION TEAM REPORT | 11
SCHOOL CHOICE
SEE APPENDIX 3, WWW.MNPSDIRECTOR.ORG, FOR THE FULL SCHOOL CHOICE SUBCOMMITTEE REPORT.

PRIORITY AREA 1 PRIORITY AREA 2

CHOICE PROGRAMS
Analyze and improve the structure and function of
choice programs in the district, including program
features, curriculum, and administration consistent
with district strategic plans.
DIVERSITY
Demonstrate a commitment to diversity through
continuous improvement in processes for
placement, data analysis, and student services
regarding its choice options.

SHORT-TERM RECOMMENDATIONS SHORT-TERM RECOMMENDATIONS

1. Hire or designate a Director of Magnet School
Programs and other staff to work collaboratively
across departments to develop a district
wide comprehensive vision and plan to ensure
equitable distribution of magnet schools and
programs across MNPS.
2. Consider grouping choice programs into
fewer categories so that parents will be able to
understand the choices available and thus make
more informed choices about what program
they would choose for their student.
3. Increase the rigor and advanced academic
course offerings in all middle and high
schools to address the attrition of students
from elementary to middle school.
4. Create an elementary-level arts magnet to
establish vertical alignment across tiers in
the districts arts offerings.
LONG-TERM RECOMMENDATIONS
1. Consider how the school choice process can
be used to assist with addressing the attrition of
students that occurs between the transition
from elementary to middle schools.
2. Consider relocating Nashville School of the Arts
to a more appropriate building.
3. Develop a plan to increase student internships,
apprenticeships, and mentorships for the
various high school academies by leveraging
community resources.
1. Reaffirm the districts commitment to diversity.
2. Reconstitute the Diversity Taskforce to provide
input regarding the districts implementation
of its Diversity Management Plan and
implementation of the School Choice
Subcommittees recommendations.
3. Seek options to ensure equitable access and
diversity when reviewing the academic
entrance requirements and lottery process
used to place students into relevant programs.
4. Use the same criteria for removing a child from
a choice school as it does for removing a child
from a zoned school and a charter school.
LONG-TERM RECOMMENDATIONS
1. Study whether all students who meet the
academic eligibility requirements should be
automatically entered in the academic magnet
schools lottery.
2. Allocate available seats proportionally across
the district (based on cluster population) to
the magnet schools with academic entrance
requirements and their feeder schools.
3. Develop a regular schedule for re-evaluating
GPZs (geographic priority zone), zoned options,
and other optional boundaries to promote the
goals of the Diversity Management Plan.

4. Provide, in every high school, a liberal arts

pathway for those students who do not wish
to participate in the academies.

5. Determine the minimum number of high

school course credit offerings available in all
middle schools and of core academic courses
in Advanced Placement (AP), International
Baccalaureate (IB), or Cambridge International
programs in each high school.

6. Determine feasibility of moving 5th grade

to elementary schools to help address student
attrition between elementary and middle school.

12 | TRANSITION TEAM REPORT

PRIORITY AREA 3
TRANSPORTATION
Prioritize transportation as a function to
ensure school choice options are available
to all students through clear communication
and ongoing analysis of transportation and
school choice patterns.
SHORT-TERM RECOMMENDATIONS
1. Eliminate the call center approach to resolving
transportation related concerns and establish a
public phone number for all transportation
related questions and concerns so that
parents and school staff can directly contact
transportation staff without being routed
through the Family Information Center.
2. Provide additional information in the School
Choice Application about the StrIDe program*
and include a phone number where parents can
get additional information about transportation.
3. Collaborate with Metropolitan Transportation
Authority (MTA) to continue and expand where
feasible the StrIDe program.
4. Establish a transportation committee that
includes staff from the District, MTA, and other
agencies to study options to ensure equitable
access for students exercising school choice.
5. Continue partnering with the Nashville
After Zone Alliance (NAZA) program which
helps to provide equitable access to after
school extracurricular activities and provides
transportation for the programs.
LONG-TERM RECOMMENDATIONS
1. Study school choice patterns to determine
if there are large groups of students who
wish to exercise choice to attend schools in
specific geographic areas and the cost viability
of providing transportation services when
such cases exist.
2. Consider whether charter middle school
students should be included in the StrIDe program.
* StrIDe is an innovative partnership between MNPS, the assessment to develop a strategic marketing plan
Mayors Office, Metro Council, and the Nashville MTA
that provides opportunities for students to travel to and to help promote equity and access.
from school and other activities via an MTA bus.
** Nashville School Finder is an online tool
(www.nashvilleschoolfounder.org) parents can use
to find the public school that is the best fit for their
child and family.
PRIORITY AREA 4
MARKETING/OUTREACH/RECRUITMENT
IN THE SCHOOL CHOICE PROCESS
Leverage and extend existing marketing/outreach/
recruitment efforts to ensure information is readily
available and easily understood by all families.
SHORT-TERM RECOMMENDATIONS
1. Use enrollment centers and family resource
centers as information hubs.
2. Extend the application period for the school
choice process to March 1st. The school choice
lottery should be run after March 1st.
3. Provide professional support and financial
resources to schools to assist with marketing
their schools and recruiting students.
4. Continue partnering with the Nashville Public
Education Foundation to refine and improve
Nashville School Finder.**
5. Convene prior to and after the launch of
School Finder version 2.0 representative
groups of parents, principals, staff, and other
stakeholders to gather feedback on its effectiveness.
6. Introduce the new version of School Finder 2.0
via principals at their school parent nights.
7. Link SchoolFinder.org and MNPS websites
so that school descriptions are consistent
and easily updated by the school.
8. Develop a districtwide strategy to market and
promote zoned middle schools strengths to
help decrease student attrition between
elementary and middle school
LONG-TERM RECOMMENDATIONS
1. Consider mobile units for traveling into
communities throughout the school year
to communicate options and assist with
the application process.
2. Conduct an academic and enrollment needs
assessment at each school. Use results of this
3. Develop marketing and outreach strategies
to promote the school choice process.
4. Seek business community support to assist with
the school choice marketing and outreach process.
TRANSITION TEAM REPORT | 13
COMMUNICATIONS &
COMMUNITY ENGAGEMENT
SEE APPENDIX 4, WWW.MNPSDIRECTOR.ORG, FOR THE FULL COMMUNICATIONS AND COMMUNITY ENGAGEMENT SUBCOMMITTEE REPORT.
PRIORITY AREA 1
COMMUNICATION OF VISION
Articulate a clear vision and put in place a
framework for consistently, transparently
communicating it.
SHORT-TERM RECOMMENDATIONS
1. Put in place a consistent, well-publicized
way for securing public input into the districts
strategic plan, using community partners to
help rally community voices where appropriate
And, coming out of the strategic planning
process, create and publicly promote a branded
digital scorecard to track district goals outlined
in the strategic plan.
2. Create and execute an editorial plan that
regularly showcases district and school activities
and accomplishments and authentic stories of
educators, students, and community members
using mainstream media, social media, video
and website.
3. Streamline good news blogs and proactively
send a weekly digest to a Friends of Public
Schools list to ensure key influencers are seeing
what is on elective social media channels.
4. Strengthen proactive communications
with the city and state.
LONG-TERM RECOMMENDATIONS
1. Produce an annual report to the community
that candidly and transparently outlines
achievements, areas of focus, challenges, and
progress toward the larger vision and strategy.
In tandem with the release of the annual
report, consider making an annual State
of the Schools address.
2. Retain outside help to develop a robust
marketing strategy and staff/resource
it effectively.
3. Better measure satisfaction and perceptions
of schools and the district through annual
parent, staff, and student surveys.
4. Strengthen the ongoing feedback loop
with parents and teachers.
14 | TRANSITION TEAM REPORT
PRIORITY AREA 2
CUSTOMER SERVICE CULTURE
Build a stronger internal culture
that is customer-centered.
SHORT-TERM RECOMMENDATIONS
1. Communicate clear, specific customer
service values and expectations for all
divisions and schools.
2. Take immediate steps to train front-office
school staff on customer service strategies and
to evaluate (and where necessary, overhaul)
front offices to make them more welcoming
to parents and community partners.
3. Consider augmenting the work with the
Arbinger Institute and Gallup by designating
someone as a senior-level culture czar in
the district.
4. Take additional steps to promote the positive
culture work early and often.
LONG-TERM RECOMMENDATIONS
1. Conduct a culture asset mapping of all
schools to provide school leaders with candid,
independent feedback that will help them
strengthen the culture of buildings, better
engage families and community partners,
and grow faculty and student satisfaction.
2. Review the districts policies regarding faculty
access and use of technology, Internet, and
social media and ensure they are consistent
with strengthening family communication
and engagement.
3. Conduct an expansive audit of existing
parent communications around critical
areas to determine if they exist and/or if
they need improvements so they are more
family-friendly.
PRIORITY AREA 3
PARENT/FAMILY ENGAGEMENT
Reimagine parent/family engagement, and better
leverage and coordinate community partners.
SHORT-TERM RECOMMENDATIONS
1. Resolve Infinite Campus
implementation challenges.
2. Explore bringing in outside expertise to design
a more family-focused engagement program,
including resources and tools for parents.
3. Consolidate various positions/offices within
the Central Office that coordinate partnerships
to create one position dedicated to overseeing
the process districtwide for needs assessment
and partner engagement.
4. Initiate monthly partner coordination meetings
with key groups to forge stronger relationships
with the many district nonprofit partners and
better align their work with the districts
strategic plan.
LONG-TERM RECOMMENDATIONS
1. Clearly communicate district expectations
re: family and community engagement,
communications, and school culture.
2. Address staffing and training needs associated
with more rigorous family and community
engagement efforts.
3. Conduct an annual needs assessment (district
wide and school-level) aligned with school
improvement plans to identify gaps and
partners needed to address those needs.
4. Evaluate the impact of community partners on
student success and link partner efforts to each
individual schools School Improvement Plan.
PRIORITY AREA 4
ORGANIZATIONAL STRUCTURE
Strengthen the organizational structure for
communications & engagement.
SHORT-TERM RECOMMENDATIONS
1. Revisit organizational structure of the
Communications Office, considering the model
many districts have pursued of having one
office of Communications & Engagement.
2. Address staffing deficits and separate the
communications planning and press
secretary functions.
3. Ensure all offices of the Communications
Department have comprehensive strategic
plans in place with specific key performance
indicators (KPIs) and that, in turn, each position
has a clear job description with individual KPIs
that are reviewed and measured regularly.
4. Regularly track and report data relating to
coverage of the district and communications
office staff time to ensure a greater focus on
proactive vs. reactive communications, and a
stronger public narrative about the district.
LONG-TERM RECOMMENDATIONS
1. Strengthen and modernize the
Communications Departments multi-media
capacity, tools, and resources.
2. Tailor messages to individual schools unique
needs and circumstances rather than a one
size-fits-all approach to school-level
marketing needs.
3. Address Information Technology needs
that significantly impede the Communications
Departments ability to succeed.
4. Revisit the function of internal communications
so that its focus is more on communicating
about and enhancing the districts organizational
culture (rather than on helping Central Office or
school staff with one-off documents).
TRANSITION TEAM REPORT | 15
HUMAN RESOURCES
& TALENT MANAGEMENT
SEE APPENDIX 5, WWW.MNPSDIRECTOR.ORG, FOR THE FULL HUMAN RESOURCES AND TALENT MANAGEMENT SUBCOMMITTEE REPORT.
PRIORITY AREA 1
HUMAN RESOURCE PROCESSES
Refine and streamline all HR processes to
ensure MNPS can think about human capital
in a strategic way.
SHORT-TERM RECOMMENDATIONS
1. Redesign and streamline the application and
hiring processes with the goal of ensuring
that all high-quality candidates are available for
principals to hire in January, February, and
March and for central office hiring managers
to hire in a timely manner.
2. Implement a strong recruitment effort that
highlights why MNPS is a great place to work.
Focus recruitment efforts on hard-to-fill areas
and ensure that the workforce is diverse and
of high quality.
3. Review the current use of the Applitracks
system and redesign the workflow to ensure
that this automated applicant-tracking system
is used to its full potential.
4. Implement strategies to improve the substitute
teacher fill-rate through improved systems that
enhance recruitment and incentive pay
for substitutes.
LONG-TERM RECOMMENDATIONS
1. Create and implement a multi-year quality
research-based induction program for
all employees.
2. Audit all current data reports so decisions can
be made regarding the prioritization of the data
to be used internally with HR staff and externally
with customers and stakeholders.
3. Identify clear goals and objectives for the HR
Department that contribute to the
accomplishment of the districts goals.
4. Determine key performance indicators (KPIs)
and benchmarks to measure and compare
performance and effectiveness of the department
and regularly report on these metrics.
16 | TRANSITION TEAM REPORT
PRIORITY AREA 2
CUSTOMER SERVICE
Improve customer service to ensure Human
Resources is supporting the human capital needs
of schools and worksites.
SHORT-TERM RECOMMENDATIONS
1. Create a Principal and Hiring Manager
Advisory Board to advise the Executive Human
Resources Officer about challenge areas and
opportunities for improvement.
2. Establish an annual survey that is sent to
principals and hiring managers to learn about
the ways in which Human Resources is
supporting the human capital needs of
schools and worksites.
3. Institute consistent exit surveys that are
automatically sent to staff who leave the district
and use this data to inform recruitment, hiring,
and retention strategies.
4. Build a culture of helpfulness within the
HR department through training, coaching,
and practicing an outward mindset.
LONG-TERM RECOMMENDATIONS
1. Develop and communicate clear protocols for
various HR actions so that employees are aware
of the procedures. Develop the following areas first:
a. Create an annual Compensation Benefit
Summary and distribute it to all employees.
b. Develop a protocol for terminations so the
employee and the workplace site has a clear
procedure for exiting employees.
c. Develop an online Human Capital portal
for current and future employees where
all standard operating procedures would
be updated.
PRIORITY AREA 3
HIGH QUALITY STAFF
Retain high quality staff by providing staff with
multiple opportunities for growth and recognition.
SHORT-TERM RECOMMENDATIONS
1. Working with schools and offices, create a
districtwide Retention Plan that focuses on
support for highly-effective employees and
provides career paths for all employees. Review
turnover data by worksite yearly.
2. Conduct a compensation study that includes
a review of how MNPS compares to
surrounding districts as well as comparable
districts, and subsequently develop a strategic
approach to MNPS total compensation that
recognizes the contributions of employees
and can be used to recruit and retain the
highest quality staff.
3. Create leadership pathways for all employee
groups by promoting a culture of learning and
development for all employees.
LONG-TERM RECOMMENDATIONS
1. Create partnerships with local universities and
alternative certification programs, for current
staff and students who intend to pursue
teaching, to establish a grow your own
pipeline to assist in staffing hard-to-fill
teacher positions and increase the diversity
of the workforce.
2. Institute a strong recognition program for all
staff that recognizes employees who devote
their time, skills, and energy to support and
improve student achievement.
PRIORITY AREA 4
PERFORMANCE MANAGEMENT
Develop and implement a performance
management system to articulate performance
standards for every role and to provide supports to
help employees grow.
SHORT-TERM RECOMMENDATIONS
1. Support all employees with a Performance
Management System with goals, objectives,
standards, and supports that are implemented
consistently and with transparency and in a
manner that helps all employees grow.
2. Establish collaborations between HR and
Executive Leadership Principals (ELPs),
Academics, and Special Education to
ensure that there is high-quality professional
development that is connected to the
knowledge and skills that are needed by
employees to perform their duties successfully.
3. Analyze the distribution of effective teachers
to ensure that the highest-needs schools have
the highest-quality teachers and consider
incentives for staff to choose to work in
high-need schools.
4. Develop clear and coherent roles for teachers
and support staff to lead in both professional
learning and performance management.
LONG-TERM RECOMMENDATIONS
1. Strategically manage the performance of
employees in the district by developing a talent
management report that includes the
performance of each employee and other
relevant employee data (such as employee
assignments, attendance, etc.) to identify
employees relative areas of strength and
needs for growth.
2. Create and disseminate regular employee
absentee reports to supervisors and
consider incentives for employees who
have good attendance.
TRANSITION TEAM REPORT | 17
 CONCLUSION

This overview of the Transition community committed to the success

Teams work and recommendations
are intended to provide MNPS
and the community-at-large with
suggested short and long-term
recommendations to guide the
districts work. While extensive data
gathering was completed during
the Transition Teams work from
July to November, 2016, this report
provides a snapshot of findings and
recommendations. Much greater
detail on the work completed by each
subcommittee will be available for
public review on the MNPS website,
www. mnps.org.
As Dr. Joseph finalizes the strategic
planning process to shape the path
to the future, it is clear that he will
have the support of a strong staff and
of all MNPS students. Yet, at this
critical time of transition, establishing
clarity of goals, a uniform direction
forward for all schools and offices in
the system, and clear steps to achieve
equity across schools and classrooms
will directly affect the districts ability
to fulfill the vision included in these
recommendations.
Raising achievement for all students,
while also eliminating significant
achievement gaps, should be
the priority for members of the
School Board and for all school and
central office staff. Weighing and
prioritizing implementation of the
recommendations in this report will
contribute to attaining this goal.

STRATEGIC PLANNING PROCESS

JULY - NOV NOV NOV - DEC DEC - JAN JAN
JULY - NOV NOV NOV - JAN DEC - JAN JAN - FEB
Develop and Establish
First 100 Days: Develop
FirstData
100 &
Days: Develop Develop
Seek and
Feedback Establish
objectives
and Seek on Feedback
Student
Data & and Seek Seek Goals, Major
Information Feedback and School
Information Feedback on Student
Characteristics Improvement
Collection, on Mission,
Collection, onVision,
Mission, and School
and Academic Opportunities,
Synthesis 100 Day
Synthesis 100 Day Vision, Characteristics
Indicators Key Transition
Performance
& Analysis Report Values of Success Team Report
& Analysis Report Values Indicators

JAN - FEB FEB FEB MAR - APR - MAY

FEB FEB FEB - MAR MAR - APR - MAY

Develop and Develop and Develop Finalize

Seek
Seek Feedback
Feedback and Seek Finalize
Seek Feedback Develop Strategic Plan
on Goals,
on KeyMajor Feedback Strategic Plan
on Multi-Year and Seek
Performance
Improvement Communicate
Strategies on Majoron Communicate
linked to
Indicators
Opportunities, Feedback the plan and
for Entire Improvement the
Transition
objectives Key Performance
Organization
Strategies nextplan and
steps
Opportunities next steps
Team Report Indicators

MAR - APR - MAY

MAR - APR - MAY

Develop implementation
Develop Implementationplans professional
plans development,
- professional communications,
development, district annual,
communications,
school
district annual, improvement,
school performance
improvement, management
performance & state ESSA
management & state ESSA

So, exactly what is a strategic planning process? This process is how district leadership and the Board of Education will create a long-term plan
to guide the district over the next few years. Its an intentional plan that will touch all areas of the organization. To date, district leadership and the
transition team have collected and analyzed information and will release a full report in January. Over the next few weeks, we will begin the next phase
of the process: the Mission, Vision, and Values of Metro Schools. Throughout December, January, and February, the district will gather feedback on a
variety of areas culminating with Dr. Joseph releasing all findings and his strategic plan in late March or early April 2017.

18 | TRANSITION TEAM REPORT

continued from page 1 As part of this work, elementary schools are using running records
ACKNOWLEDGMENTS
METRO NASHVILLE PUBLIC SCHOOLS WANTS TO ACKNOWLEDGE THE
CONTRIBUTION OF ALL OF THE INDIVIDUALS WHO GAVE THEIR TIME
TO PARTICIPATE ON THE TRANSITION TEAM, PARTICULARLY:
David Williams II, Vice Chancellor
for University Affairs and Athletics,
and Elizabeth Betty Molina Morgan
PhD, President and CEO, The Morgan
Education Group, Co-Chairs and
Coordinators of the Transition Team
Dr. Michael Casserly, Executive
Director, Council of the Great City
Schools, Chair, Student Achievement;
Dr. Maree Sneed, Partner, Hogan
Lovells International Law Firm, Chair,
School Choice;
Dr. Susan Marks, Human Resources
Consultant, Chair, Human Resources
and Talent Management; and
Shannon Hunt, President and
CEO, Nashville Public Education
Foundation, Chair, Communications
and Community Engagement
Dr. Rebecca Thessin, and
Dr. Jennifer Clayton, Report
Coordinators and Editors
Dr. Jana Carlisle, Chief of Staff,
Project Guidance and Support
Dr. Paul Changas, Dr. Tina Stenson,
Jody McClarey, Jan Lineberger,
Shannon Black, and Chris Weber
for the data
Tony Griffy, Billy Anderson,
Brian Doss, Keaton Payne, and
William Hewlett for the IT support
AND
Special thanks and acknowledgment
to Hank Clay, Assistant to the Director
of Schools for Government Relations,
and Staff Liaison to the Transition Team
TRANSITION TEAM REPORT | 19
METROPOLITAN NASHVILLE PUBLIC SCHOOLS (MNPS) DOES NOT DISCRIMINATE ON THE BASIS OF RACE, RELIGION, CREED, GENDER, GENDER
IDENTITY, SEXUAL ORIENTATION, NATIONAL ORIGIN, COLOR, AGE, AND/OR DISABILITY IN ADMISSION TO, ACCESS TO, OR OPERATION OF ITS
PROGRAMS, SERVICES OR ACTIVITIES. MNPS DOES NOT DISCRIMINATE IN ITS HIRING OR EMPLOYMENT PRACTICES.