IMPACT REPORT 2019 - The Holdsworth Center
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IMPACT REPORT 2019
CONTENTS
2 Our partner districts
4 Our Leaders
6 Our approach
8 Listening to our Leaders
MISSION
To impact, over time, the quality of K-12 public 10 Stronger Leaders
education for all Texas students by supporting
16 Stronger organizations
and developing educational leaders.
Graduates of the inaugural Holdsworth District Leadership Program
28 Stronger results
April, 2019
34 Index
OUR PARTNER DISTRICTS
Our goal in selecting each cohort is to represent the diversity of Texas. We look for districts STUDENTS OUR LEADERS IMPACT
who are ready, willing and able to grow and lead strategic change across the organization, STUDENTS WE SERVE
and who demonstrate a commitment to leadership development. Holdsworth’s 13 partner
districts educate a total of 460,000 students and employ more than 60,000 faculty and Aldine ISD 89% 67,234
staff.
Arlington ISD 65% 61,020
Grand Prairie ISD 72% 29,266
Harlingen CISD 78% 18,731
HO LDS WO RT H PA RT NE R DI ST RI C TS
Judson ISD 63% 23,108
Klein ISD 40% 52,896
Mesquite ISD
Lamar CISD 41% 32,051
Arlington ISD
Grand Prairie ISD Lockhart ISD 72% 5,901
Mesquite ISD 75% 40,932
Klein ISD
Pharr-San Juan-Alamo ISD 91% 32,667
Round Rock ISD Spring ISD
Round Rock ISD 26% 48,919
Lockhart ISD Aldine ISD
Southwest ISD 82% 13,843
Judson ISD Lamar CISD
Southwest ISD
Spring ISD 70% 36,079
0 10,000 20,000 30,000 40,000 50,000 60,000 70,000
Pharr-San Juan- NU MBER OF ST U D E N TS S E RV E D
Percent of students who are
Alamo ISD economically disadvantaged
Harlingen CISD
* The size of correlates to student enrollment
2 IMPACT REPORT 2019 IMPACT REPORT 2019
3
OUR LEADERS
A growing network of strong Leaders
When it comes to educating a diversity of students, the diversity of our Leaders matters too.
By 2027, we are projected to have directly With their knowledge and capacity to grow
People from different backgrounds bring valuable perspective and contribute to the strength
reached over 4,500 leaders across the state others, we believe these Leaders will bloom
of teams.
of Texas, including nearly 1,500 in the 13 wherever they are planted, using what
partner districts we currently serve. they’ve learned through Holdsworth to
Experience Ethnicity strengthen talent pipelines in districts across
We view this growing group of Holdsworth
Leaders in our program collectively have 14% African American the state. 5,316
47% White Leaders – our alumni – as an opportunity for
an average of 18 years of experience in
great impact. Whether they remain in their
education.
current districts or are promoted to new 4,680
50%
of Leaders
31% Hispanic/
Latino
roles, we believe a network of strong, like-
minded Leaders who are deeply connected 4,044
identify as through their Holdsworth experience will be
People of Color an asset for the entire state.
3,408
2,922
3% Unknown 2% Asian
3% Two or more races
Gender 2,136
1,650
77% Female 23% Male
1,164
678
378
192
42
2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028
Dr. LaTonya Goffney
Superintendent, Aldine ISD IMPACT REPORT 2019
5
OUR APPROACH
S
Our theory of action is that stronger leaders will build stronger
LT
SU
organizations that achieve stronger results for students.
RE
ER
EXCELLENT
NG
& EQUITABLE
At Holdsworth, we believe strong, inspiring We start by giving individual leaders the
RO
STUDENT
leaders make for vibrant, successful inspiration, tools and resources needed to
ST
OUTCOMES
schools. We also believe the most enduring grow. Then we help them take what they’ve
work is done by teams. That’s why we learned and adapt it, creating the cultural
GS
involve superintendents, central office environment and systems needed to move
OR
administrators, principals and their core other leaders through the pipeline in a PIPELINE OF ENGAGED
ER
teams in the 5-year partnership. thoughtful way. READY LEADERS CULTURE
NG
RO
ST
CREATE CHANGE
How will we know if our theory is sound and our model
S
effective?
ER
AD
LE
By listening to our Leaders when they give us feedback, and by asking GROW & EMPOWER OTHERS
ER
critical questions that align with our approach and interpreting data to
NG
RO
help us answer those questions.
ST
DEVELOP PERSONAL LEADERSHIP
6 IMPACT REPORT 2019 IMPACT REPORT 2019
7
LISTENING TO OUR LEADERS District Support Team
A cornerstone of our model is our
District Support Team, embedded staff
members who work hand-in-hand with
Our Leaders are an energetic and mission- Many called it the best professional Our District Support Team has
driven group of professionals who show up development experience of their career. district leaders as they take stock of talent
been there not only to support
to sessions and learning expeditions ready management systems and design and
implement new strategies built to last. us, but to push us, challenge
to work and hungry to learn.
District Leaders expressed deep
us and hold us accountable. I
In surveys, 95 percent of District and appreciation for the contributions of attribute much of the changes
Campus Leaders agreed the benefits Holdsworth’s District Support Team, with 97 we see in our district to their
gained through the Holdsworth experience Being treated like a corporate percent agreeing that the team provided a persistence and encouragement
was worth their investment of time CEO, professional development significant value to their district.
to see our work through.
and 94 percent agree that Holdsworth from the best of the best,
programming was of the highest possible
benchmarking the best programs
97%
quality.
in the country and the world—
I knew it was on me to take
of District Leaders agree
advantage of this once-in-a- Holdsworth District Support Iris Alvarez
Team provided significant Executive Officer for Elementary Schools
lifetime opportunity.”
95%
of Leaders
94%
of Leaders
value to their district Pharr-San Juan-Alamo ISD
Net promoter score
Overall, our Leaders gave us a Net Promoter Score of 83, far above industry average and
agreed Holdsworth said Holdsworth programming
was worth their time was the highest quality exceeding the goal we set for ourselves.
Kaiser (Healthcare) Duke Fuqua School
Dr. Thomas Randle
33% of Business 68%
Superintendent, Lamar CISD
Vanguard (Investments) Apple The Holdsworth Center
56% 70% 83%
8 IMPACT REPORT 2019 IMPACT REPORT 2019
9
STRONGER
STRONGER LE ADERS
LEADERS
Our partnership is designed to build leadership skills in three areas—
develop personal leadership, grow and empower others, and create
Our partnership is designed to build leadership skills in three areas:
change.
personal leadership, grow and empower others and create change.
Change starts from within. To give leaders Next, leaders learn to grow and empower
the tools they need to build a solid others, coach them to success and build
Change starts from within. To give leaders the tools they need to build a solid foundation,
foundation, Holdsworth focuses first high-performing individuals and teams.
Holdsworth focuses first on the leaders themselves. Change starts from within. Next, leaders
on the leaders themselves. Developing Finally, Leaders cultivate the skills needed
learn to empower others, coach them to success and build high-performing individuals and
personal leadership is based in: to create change, from designing a shared
teams. Finally, teams create a clear and compelling vision for student success and drive the
• A deep connection to your purpose vision and long-term project plans to
needed change to systems and structures.
• An ability to manage your physical, building a movement that will inspire others
mental, and emotional resources to commit to the vision.
• The willingness and ability to identify
highest priority growth areas and
actively improve
BUILDING POSITIVE HABITS ADVANCING THROUGH THE PIPELINE
CRITICAL QUESTIONS
CRITICAL QUESTIONS A vast majority of Leaders said they developed Since Holdsworth began, 36 of 185 Leaders were
beneficial mindsets and behaviors as a result of
•• Have
promoted, including one to superintendent and
they grown, improved, and deepened their their work with Holdsworth. nine to principal.
Are Leaders who participate in our programs stronger,
capacity to lead themselves, lead others, and change?
more skilled leaders?
•• Are Leaders who participate in our programs stronger,
97%
of District
95%
of Campus
36
Leaders
Have they grown, improved, and deepened their Leaders Leaders promoted
more skilled leaders?
capacity to lead themselves, lead others, and change?
Dr. Sania Ali, Area Director of Academics in Round Rock ISD,
attending a District Leadership Program session
IMPACT REPORT 2019
11
STRONGER LEADERS: DISTRICT LEADERS District Leaders deepening capacity to lead themselves and others
Across the board, District Leaders affirmed the value of the Holdsworth partnership to their
personal and professional development, recognizing change not only in themselves but in
SPOTLIGHT ON KRISTINA SNOW,
other leaders in the district.
DIRECTOR OF LEADERSHIP DEVELOPMENT, ROUND ROCK ISD
CONNECTING TO PURPOSE GIVING FEEDBACK
Mastering the discipline of
Leaders articulate how a deep connection to Leaders deliver clear, actionable feedback and
personal growth and learning coach others to reach their fullest potential.
I am becoming more intentional their purpose drives their actions and priorities,
Kristina Snow has always been a supportive, and they renew their purpose through genuine
and strategic. Ironically, these care and consideration for others.
loving educator. As a principal, she operated
were my strongest assets as a in her “safety zone” of building a positive
campus leader, but central office school culture. As she moved into district-
power dynamics and politics level roles, she started to feel more tension 84%
notice change
92%
notice change
70%
notice change
84%
notice change
in change leadership and often backed away
had caused me to lose some of in themselves in other Leaders in themselves in other Leaders
from giving honest feedback and taking in the program in the program
my ‘mojo.’ I am still working to risks. Through her Holdsworth experience,
get it back, but I approach my Kristina started to break out of her comfort
IMPROVING OVER TIME
work now with more of a ‘do zone and embrace both giving and receiving
what’s right’ attitude. I am less feedback. She began to take risks and After two years of programming, a large
confront uncomfortable situations head-on. percentage of District Leaders reported
inclined to allow barriers to stop significant improvement in themselves and in
their teams on learning objectives addressed by
forward progress.”
Holdsworth’s curriculum.
CREATE CHANGE 77%
Kristina Snow
Director of Leadership Development GROW & EMPOWER OTHERS 75%
Round Rock ISD
DEVELOP PERSONAL LEADERSHIP 79%
12 IMPACT REPORT 2019 IMPACT REPORT 2019
13
STRONGER LEADERS: CAMPUS LEADERS Campus Leaders finding their stride
Overwhelmingly, Campus Leaders (principals, assistant principals and teacher leaders) who
SPOTLIGHT ON BRIAN PENNARTZ, are only halfway through the Holdsworth partnership praised program sessions as valuable
to their individual growth and relevant to their roles. Working together on their problem
PRINCIPAL OF BOB HOPE ELEMENTARY IN SOUTHWEST ISD
of practice (a goal around campus culture and student outcomes), effective teaming, and
influencing others helped Campus Leaders foster behaviors that are key to driving change.
He saw the leader in me that I IMPACT OF COACHING DRIVING CHANGE
didn’t even see in myself. He
Coaching logs and feedback from principals Campus Leaders learn to create a shared vision
encouraged me to take on certain indicate that their experience with coaching and long-term project plans and track their
significantly impacted leadership behaviors. success over time, adjusting when necessary.
challenges and intense situations
that allowed me to grow as a leader.”
saw evidence of leadership
95%
of assistant
provided a specific
example of noteworthy 74%
of Campus
teams creating plans for
change and benchmarking
Amy Garza changes in the behavior of
against their goals to refine
Principal, Medio Creek Elementary principals and their campus principal. Leaders
strategies.
Southwest ISD teachers
Cultivating greatness in others
Once a principal who tried to do it all by
IMPROVING OVER TIME
himself, Holdsworth helped Brian Pennartz I have definitely seen the impact
learn to empower staff on his campus to After one year of programming, a high
of Holdsworth on this campus.
percentage of Campus Leaders reported
lead important work that impacts teaching When Mr. Pennartz was placed at significant improvement on each pillar of the
and learning. In particular, Brian spotted curriculum.
Bob Hope he was a leader in title.
potential in Vice Principal Amy Garza and
helped prepare her for the principalship with Now I see a true leader.”
mentoring and assignments that stretched CREATE CHANGE 57%
her capacity. Amy was recently promoted to Dalila Garcia GROW & EMPOWER OTHERS 70%
principal of Medio Creek Elementary. Assistant Superintendent
for Curriculum & Instruction DEVELOP PERSONAL LEADERSHIP 63%
Southwest ISD
14 IMPACT REPORT 2019 IMPACT REPORT 2019
15
STRONGER ORGANIZATIONS
At the end of the partnership, the goal is for districts to have a
pipeline of ready leaders in place. For this to take root, districts
must consistently identify high-potential talent and invest in their
development long-term. A shared vision for what great leadership
looks and feels like must be adopted within an engaged culture
where educators and students feel cared for, challenged and
supported to do their best work.
Early in the partnership, District Leaders Over time, the assessment can be used
analyze the state of their talent and to measure progress on all aspects of the
leadership development systems. Teachers, Holdsworth work. In this section, we will
assistant principals, principals and central use this data to highlight the progress our
office staff participate in focus groups districts have made after two years in the
and complete a survey expressing levels partnership.
of agreement on various statements.
CRITICAL QUESTIONS
Each statement is designed to measure a
different aspect of culture and engagement,
• Do our Leaders create stronger organizations? as well as the identification, development,
placement and support of leaders
• Do they establish strong, engaged cultures and throughout the system.
effectively develop and cultivate talent?
Dr. Marcelo Cavazos, Superintendent of Arlington ISD, attending a
District Leadership Program session
IMPACT REPORT 2019
17STRONGER ORGANIZATIONS
DISTRICTS MAKE BIG GAINS ON DEFINING GREAT LEADERSHIP
From 2017 to 2019, teachers, assistant
PIPELINE OF READY LEADERS principals, principals and administrators at
all seven partner districts rated their district
A foundational component of our work
with partner districts is establishing and
significantly higher when it came to defining
great leadership, as measured by their level of
22%
average increase
agreement with the following statement: for clearly defining
communicating a clear definition of
My district has clearly defined the leadership qualities
leadership that maps out the qualities and
characteristics of great leadership.
characteristics leaders at all levels should The development of the definition of Collectively, districts’ scores rose from 59 to
embody. This critical step is the basis for 72, a 22% increase. The chart below shows the
leadership has been transformational.
cultivating a pipeline of outstanding leaders, level of variation among districts.
Utilized along with the ‘Be the 1’
and serves as the blueprint for building all
talent management systems and structures, motto, our leadership definition has District 1 33%
H O L DS WO RT H PA RT N E R D I ST R I C TS
from identifying and placing up-and-coming done more than unite the employees.
leaders to creating a caring and transparent It is changing the culture.
District 2 29%
culture where everyone sees how they fit
into the bigger picture and understands District 3 25%
what it takes to get to the next level.
District 4 17%
Jill Ludwig
Chief Financial Officer District 5 16%
Lamar CISD
District 6 14%
District 7 9%
0 10 20 30 40 50 60 70 80
LE VEL OF AGREEMENT
2017 2019
18 IMPACT REPORT 2019 IMPACT REPORT 2019
19STRONGER ORGANIZATIONS
PRINCIPAL ENGAGEMENT ON THE RISE
To measure how engaged principals feel in their work
ENGAGED CULTURE environment, we asked for their level of agreement with
statements like the following:
One of the most critical drivers of sustained
excellent and equitable student outcomes
My work is valued by this district. 13%
average increase of
My district supports me to take risks and try new things.
is great campus leadership. Planting the At the start of the year, the culture on principal engage-
I would recommend this district to friends as a great place ment across all
seeds for a future leadership pipeline is my campus was unstable, uncertain, to work. districts
critical, but so is creating a fertile cultural Collectively, principals rated their districts higher on these
and tense due to the many changes
environment where principals will thrive measures in 2019 than in 2017, increasing their score from
and grow. Once principals feel part of an that we encountered. Now it is like a 68 to 77, a 13% change. The graph below shows the level of
variation among districts.
engaged culture themselves, they will better family. We support each other, have
understand how to foster that kind of developed trust, and we are striving
District 1 26%
culture in their own schools and it will begin
to give kids our best every day. 9%
HOLDS WORTH PARTNER DISTRIC TS
to spread districtwide. District 2 16%
District 3 14%
Natasha Harris District 4 13%
Principal, Hale Elementary
Arlington ISD
District 5 10%
District 6 9%
District 7 3%
0 20 40 60 80 100
L E V E L O F AG R E E M E N T
2017 2019
20 IMPACT REPORT 2019 IMPACT REPORT 2019
21STRONGER ORGANIZATIONS Significant growth among Klein ISD staff
Over the past two years, Klein saw huge
gains in areas where they chose to focus
SPOTLIGHT ON KLEIN ISD
their efforts.
Klein ISD sparks a leadership PRINCIPAL EVALUATION & ENGAGEMENT 95
movement I know what to expect during the evaluation
process. Score increased from 55 to 95 for
Holdsworth has impacted our As one of Holdsworth’s early pilot districts,
principals. 90
district inside and out. We’ve Klein ISD serves as a model for what a
driven and energized leadership team can TOOLS & RESOURCES
sparked changes that will forever
accomplish in three years’ time. When Klein
be with the district. Even our I have the tools and resources I need to do
ISD introduced their leadership definition my job well. Score increased from 69 to 90
students and parents are now – called Profile of a Leader – in 2017, they for principals.
speaking our language that centers engaged principals as partners, activating 77
around leadership. them to own and champion Profile of LEADERSHIP DEFINITION
Leader. With principals leading the charge, 70
My district has clearly defined the characteristics
the district built an authentic movement of great leadership. Score increased from 58 to 69
that allowed Profile of a Leader to saturate 77 for all groups: Teachers, assistant principals,
all levels of the organization. They also used principals and central office staff.
52
Profile of a Leader as a roadmap for creating 58
SUPPORT FOR ASSISTANT PRINCIPALS
a new evaluation system for principals,
assistant principals and central office I receive high-quality, actionable feedback
and discuss professional development with a 55
staff, overhauling the selection process for
supervisor throughout the year. Score increased
campus leaders and offering more resources from 52 to 70.
for professional learning.
Joffery Jones
Executive Director of Campus Safety & Support
Klein ISD IMPACT REPORT 2019
23STRONGER ORGANIZATIONS What assistant principals in Arlington ISD believe
IDENTIFYING FUTURE LEADERS LEADERSHIP DEFINITION
SPOTLIGHT ON ARLINGTON ISD I am interested in assuming a leadership role in My district has clearly defined the characteristics
my district. Score increased from 70 to 90. of great leadership. Score increased from 54 to
Talking about talent is transformational 82.
Each year, Arlington ISD hires new principals launch of district-wide Talent Talks where
52%
to lead one of their 77 campuses. Through principals and principal supervisors regularly
Holdsworth, they’ve recognized principal engage in deep, meaningful discussions 28%
Increase Increase
identification should not be a scramble that about up-and-coming school leaders with
begins when resignations are submitted. the greatest potential to succeed in the
It should begin years before with an in- principalship. Their vision is that Talent Talks
depth understanding of a candidate’s real will grow to encompass conversations about In my district, leaders with the highest potential
strengths and opportunities. By identifying many others in the system, not just campus are identified early and moved quickly into
positions that will develop their capacity/
leaders early and growing them intentionally leaders.
capabilities. Score increased from 37 to 60.
over time, Arlington ISD is systemically
owning the responsibility to grow people
so that when an opening arises, they know
who is truly ready.
This way of thinking is not the
norm for school districts, but it
62%
Increase
should be. Nothing can replace the
Their leadership definition helped staff –
human element of relationships in
especially assistant principals – move from
fuzzy assumptions to very clear and precise education. If we have great people, It is important for me to have upward career
growth. Score increased from 73 to 90.
characteristics of what great leadership our students will succeed. It’s as
looks like. One key change has been the simple as that.”
23%
Increase
Dr. A. Tracie Brown
Assistant Superintendent of School Leadership
Arlington ISD
24 IMPACT REPORT 2019STRONGER ORGANIZATIONS GRAND PRAIRIE ISD
Valuing staff members
In an effort to create a culture where faculty APPRECIATION
and staff feel valued for their contributions,
PHARR-SAN JUAN-ALAMO ISD My supervisor makes me feel my work is
Grand Prairie ISD leaders created a quarterly
important. Score increased from 62 to 84, a 35%
Revamping the hiring process ceremony to recognize campus and central increase for principals and central office staff.
When a federal grant allowed the district to office staff for strong performance and for
hire more than 40 teacher leaders, central modeling the district’s leadership definition.
office leaders took the opportunity to They called it the Sawubona awards, taken 35%
overhaul the hiring process, making it more from a Zulu greeting that means, “I see you.” Increase in
Grand Prairie ISD
robust and transparent. Then they did the
same for assistant principals and principals.
Leaders also revamped the district’s
intranet and used it to post opportunities,
communicate priorities and announce and
celebrate new hires.
LAMAR CISD LEARNING OPPORTUNITIES
PROMOTION OPPORTUNITY
Creating unity and alignment
For this team, creating their leadership My district offers and communicates professional
I understand my future promotion opportunities
learning opportunities to aspiring leaders. Score
within this district. Score increased from 55 to 67 definition and corresponding “Be the 1” increased from 55 to 70, a 27% increase for
for teachers, assistant principals and principals.
campaign was pivotal in creating unity both assistant principals and principals, central office
on the central office team and throughout leaders.
the district. Leaders used the definition
24%
Increase in
as a springboard to redesign the selection
process for assistant principals and launch 27%
Increase in
PSJA ISD several leadership development programs.
Adrian Garcia Lamar CISD
Chief of Technology and Student Services
Pharr-San Juan-Alamo ISD
26 IMPACT REPORT 2019 IMPACT REPORT 2019
27STRONGER R ESULTS
In the context of American public schools, the ultimate measure of
leadership is excellent and equitable student outcomes.
Great leadership on a campus or in a district We are also gathering both quantitative
can be seen in students who demonstrate and qualitative data from our campuses
mastery, autonomy and purpose, and are on the results of their problem of practice,
equipped to lead meaningful, successful a goal set by each Campus Leadership
and satisfying lives. The Holdsworth Center Team around campus culture and student
is working with partner districts to identify outcomes. After only one year in the
ways to measure the impact of Holdsworth’s program, many of our campuses have
work on student outcomes. reported promising results.
CRITICAL QUESTION
• Do our Leaders deliver excellent and equitable results
for students?
29
Student at Eisenhower Elementary in Grand Prairie ISD
IMPACT REPORT 2019STRONGER RESULTS Tackling behavior without losing class time
The team from Anderson Mill set a goal to reduce students’ time out of classroom due to
disciplinary issues. They approached the challenge through professional development
SPOTLIGHT ON ANDERSON MILL ELEMENTARY
for teachers around climate, culture and management. The team also created a tracker
IN ROUND ROCK ISD to monitor when students were being removed from class for misbehavior so that
everyone could easily see when and where it was happening. Their interventions
worked. Discipline referrals dropped sharply as teachers became more invested in
managing behavior within the classroom so that students did not miss learning time with
their peers.
66%
From 2017-18 to 2018-19, discipline
referrals dropped from 178 to 59, a
66 percent decrease.
Students were empowered as learners through these
changes. They were part of their class as much as
possible and had better relationships with their teachers
and their peers. They had a voice in their learning and
understood expectations of being a part of the team.”
Becky Donald
Area Superintendent
Round Rock ISD
24 31
Leaders from Anderson Mill Elementary reflecting during a Campus
IMPACT REPORT 2019 IMPACT REPORT 2019
Leadership Program sessionSTRONGER RESULTS
SPOTLIGHT ON VISTAS HIGH SCHOOL IN KLEIN ISD Holdsworth gave Bob tools to seek
No alternative to raising expectations input and feedback that allowed
An alternative campus, Vistas was created As a result, Vistas saw a significant jump in others to have a voice in the process.
to meet the needs of students who struggle the number of students graduating under He can move at a rapid pace and is
in a large, traditional high school setting. As the state’s Distinguished Achievement usually full steam ahead, but he has
the school’s new principal, Bob Anderson Program, which requires completion of
purposely worked on developing
set a goal to improve student outcomes more courses than the Foundation Plan
by increasing the academic rigor in all and “endorsements” in fields such as STEM, relationships with individual
classes and offer advanced courses such business or the arts & humanities. teachers.”
as dual credit and advanced placement. The number of students who took at least
He also wanted to ensure students were one advanced course, offering the potential
Kelly Schumacher
graduating ready for either college or a for college credit, increased from zero to Associate Superintendent of Human Resource Services
career. Many teachers worried that they and 32. In videos played at graduation, every Klein ISD
their students could not meet these higher graduate spoke about what they were
expectations. going to do next after high school. Most
The Holdsworth Campus Leadership importantly, other staff members have
Program gave Bob the skills he needed become just as passionate as Bob in leading STUDENT STATISTICS
to truly listen to the teachers’ concerns, this change.
Percent of students who graduated under the Percent of students who graduated with an
incorporate feedback and create a Distinguished Achievement Plan (Requires 26 Advancement Placement or Dual Credit course
shared vision that all staff could own and credits plus an endorsement) (both offer the potential to earn college credit)
champion.
18%
May 2018
40%
May 2019
0%
May 2018
42%
May 2019
32 IMPACT REPORT 2019 Bob Anderson standing with a graduate of Vistas High School in Klein ISD IMPACT REPORT 2019
33DATA SOURCES
1. Texas Education Agency Data, 2017-18. (Page 3) 5. Holdsworth District Talent Assessment: Data comes
from Fall 2017 and Spring 2019 versions. Numbers
2. External Evaluation 2019 End of Year Report. Findings reflect a transformed value of a Likert scale (Strongly
derived from data collected on surveys, interviews and Disagree to Strongly Agree) so that higher numbers
focus groups June 2018-June 2019. (Pages: 8, 9, 11) indicate stronger levels of agreement and lower
numbers indicate stronger levels of disagreement.
3. End-of-Year Surveys. At the end of each academic This survey is administered to all teachers, assistant
year, Holdsworth surveys all Leaders enrolled in principals, principals and central office leaders in
programs during the previous year. Leaders reflect on partner districts and provides ongoing insight into
several facets of their experience, including the quality how each role group perceives their district on various
and usefulness of the programming as well as their own aspects related to talent development and culture.
personal progress. (Pages: 13, 15) (Pages: 19, 21, 23, 25, 27)
4. Learning Objective Growth. Leaders self-report
growth on learning objectives by reflecting on their
level of growth on a 1-4 scale from the beginning to the
end of 2018-19. Strategy recommended by McREL as
viable with these qualifications. Data collected during
April 2019 session for District Leaders and June 2019 on I have never been treated so
End-of-Year survey for Campus Leaders. (Pages: 13, 15)
professionally in all of my career. I
intend to use all I’ve learned from you
to improve my school, district and
community. May I help every child fulfill
their potential and know their worth.”
Melanie Patterson
Teacher at Arlington High School
Arlington ISD
34 IMPACT REPORT 2019Holdsworth has come along as a
tremendous catalyst, an amplifier, giving
life and voice to a generation of leaders
who say with their lives that excellence
and equity is our anthem and we are
willing to do absolutely whatever it takes
to lift up future generations.”
Dr. Jenny McGown
Superintendent
Klein ISDholdsworthcenter.org
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