Theory of Change

Increase the amount of

reliable student data by
50%
All CMs receive tailored
and timely coaching and
development as
measured by CSI

CMs of color start

(FDOS) and stay (LDOS)
on par with overall
corps with a X%
increase of certification
test passage rates and
90% retention
50% of 2014 CMs stay at
their placement school
for a 3rd year with no
gaps in diversity
61% of CMs & 54% of
Alumni feel a part of a
larger movement
towards education
equity & excellence

We support and develop

all of our teachers to
produce daily,
measurable academic
progress as evidenced in
externally validated and
locally relevant ways

Our approaches,
perspectives, and
programs will build
diversity

We support and develop

school and system leaders
to ensure they continually
grow the impact of
classrooms and schools

We purposefully find
ways to serve, lead, or
partner for the benefit of
our teachers and students

Our teachers, corps

members and alumni,
work with students to
achieve daily positive
impact

We are as diverse as our

city in our perspectives,
approaches and
programs

Our alumni in school,

system and community
leadership shape the
conditions for our
schools to thrive

We all find ways to serve,

lead or partner to
improve life opportunities
for our students

Greater Philadelphia
public schools are fueled
by teachers, principals
and leaders who:
Ensure all students are
well prepared for
tomorrows challenges
Continually improve
their practice for the
immediate and longterm benefit of their
students

Respect and reflect the

cultures, history and
needs of the
communities they
serve
Spread good ideas,
collaboratively solve
challenges and partner
on behalf of young
people

Students in every
community in
Greater Philadelphia,
(especially the
60,000 living in deep
poverty),
will have access to
schools that honor,
cultivate and
promote their
inherent potential.
Our students will be
prepared for
tomorrows
challenges.

Intermediate Goals (2020)

We support and develop all of our teachers to produce daily, measurable academic progress as
evidenced in externally validated and locally relevant ways
This growth affirms and honors students identities and communities, empowering students,
families, and/or other educators beyond their own classrooms
Our approaches, perspectives, and programs will build diversity via:
A teaching corps that has or develops meaningful experiences with the community,
background and daily life of our students
Supporting ourselves and our stakeholders in better understanding, and acting on,
our relationship to power and privilege

We support and develop school and system leaders to ensure they continually grow the impact
of classrooms and schools by:
Identifying and guiding a diverse group of teachers and leaders with demonstrated potential
to lead a team, a school, an organization or a system of schools

Connecting current and rising leaders to opportunities and people that

disrupt and dismantle educational inequity
We purposefully find ways to serve, lead, or partner for the benefit of our teachers and
students via:
Multiple, diverse, and clear access points to support teachers and positively impact student
achievement
Developing and engaging with our regional board, critical friends, trusted partners, and fellow
organizations to assess our approach, results and next steps.

Greater Philadelphia
public schools are
fueled by teachers,
principals and leaders
who:
Ensure all students
are well prepared for
tomorrows
challenges.
Continually improve
their practice for the
immediate and longterm benefit of their
students
Respect and reflect
the cultures, history
and needs of the
communities they
serve.
Spread good ideas,
collaboratively solve
challenges and
partner on behalf of
young people.
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