Georgia Leadership Institute For

“(1)bookkeeper and vp strategy and finance work to prepare a draft 990, with support from external cpa (brooks mcginnis) and additional glisi staff as needed. (2) draft is reviewed by glisi's executive director and board of directors. (3) necessary corrections are made and final approval of draft is given by glisi's vp strategy and finance and glisi's executive director. (4) filing is completed by brooks mcginnis.”

“To ensure glisi operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt status, periodic reviews are conducted. These periodic reviews, at a minimum, include the following subjects: a. Whether compensation arrangements and benefits are reasonable, based on competent survey information, and the result of arm's length bargaining. B. Whether partnerships, joint ventures, and arrangements with management organizations conform to the corporation's written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes and do not result in inurement, impermissible private benefit or in an excess benefit transaction.”

“The compensation committee gathered data from a variety of sources on comparable ceo/executive director salaries from similar organizations for review. The compensation committee makes a recommendation for salary adjustments to the board of directors for approval. Salary adjustments are included in the organization's budget and approved by the board of directors.”

“A compensation committee reviewed data obtained from payscale. Glisi selected payscale as the primary source for salary comparisons because its platform allows for customizable analysis and reporting that meet the irs threshold for reasonable compensation for executive pay. The threshold is based on three factors: a) comparable services, b) comparable enterprises, and c)comparable circumstances. The compensation committee makes a recommendation for salary adjustments to the board of directors for approval.salary adjustments are included in the organization's budget and approved by the board of directors. In 2019, the compensation committee voted to engage an external firm to conduct a thorough review of executive pay. The review, to be conducted at five year intervals, utilized several market comparison approaches, including form 990 information and published compensation surveys based on position accountability, scope,and responsibility, to validate compensation.”

“Available for review in office by written request.”

“Glisi launched connected community in march 2020, in direct response to the emergent covid-19 crisis and in the interest of creating a supportive space for teachers and leaders to process trauma, develop self-care skills, find strength in a peer community, and generate ideas to solve pressing challenges. In fy2020, the community convened bi-weekly for 13 weeks, serving 181 leaders from 42 districts in georgia and beyond, including kentucky, washington, texas, colorado, and new jersey. Qualitative feedback from participants indicates connected community is meeting a need. As one participant shared, i thought the pandemic response would be a sprint but it has become a marathon. At some point, i hit an anxiety wall. Thankfully, that was right at the time i decided to join connected community . The participants and facilitators are pushing my thinking as i retrain my brain and perspective for the road ahead.”

“Base camp and leadership summit: glisi's base camp and leadership summit (bcls) is a unique training and coaching experience designed to grow teams of practicing school and district leaders. The goal is to equip teams with the skills to collaboratively identify and address their most pressing performance problems. Bcls teaches leaders to use data-driven continuous improvement processes focused on improving the quality of teaching and learning, ultimately leading to stronger school culture and improved student outcomes. In fy20, glisi served 509 leaders (superintendents, central office leaders, principals, assistant principals, teacher leaders, and school support staff) from 31 georgia schools and districts. Teams represented hailed from all corners of georgia including metro atlanta, north georgia, middle georgia, and southwest and southeast georgia. The majority (77%) of our fy20 partners were returning districts, attesting to the persistent value of bcls for our partners. Returning districts brought new participants from their respective schools and district offices as part of a strategy to build a critical mass of leaders armed with the skills, knowledge, and tools to build more excellent and equitable schools. We also served seven new or prodigal districts who either had never attended (new), or were returning after five or more years of not attending (prodigal). Teams identify common goals for school improvement and learn the necessary building blocks for cultures of belonging that pave the way for ingenuity, innovation and improvement. Each team participated in two residential training events that spanned a 2.5 day period, for a total of 40 hours of training for each participant. Glisi delivered 20,360 person-training hours ( hours training provided x participants) through bcls in fy20. A critical short-term objective of bcls is to increase participant knowledge and application of concepts critical to leading systemic change efforts in schools. Our pre-post learning assessment showed that for 100% of items surveyed, there was a statistically significant gain in knowing and understanding for all cohorts surveyed--an indication that bcls participants were better equipped to differentiate between equity and equality; identify root causes and performance needs; and engage others in crafting questions, experimenting, failing fast, and course correcting, among other learning. A second short-term objective is to increase the psychological safety on bcls teams-a critical precursor to culture change. Our pre-post analysis found favorable shifts in teams' psychological safety, as assessed by team members. Examples include surfacing problems or tough issues (favorable change for 55% of respondents); believing it is safe to take a risk on the team (favorable change for 52% of respondents); and perceptions among team members that their unique talents and skills are being utilized on the team (favorable change for 61% of respondents). A final short-term objective we design for is increased motivation among participants to make necessary changes to their behavior and practice, recognizing the connection between adult practice, culture change, and student outcomes. For participants responding to a survey administered roughly seven to ten months after completing bcls, 3 out of 4 indicated that their approach to teaching and learning improved because of bcls (78%). Participants cited an increase in their ability to assess the totality of the system and their role in leading improvement, verses a more myopic view of their classroom or school, as well as changes in themselves such as more openness, more ownership, and more willingness to experiment and innovate. For attendees who self-reported no significant shift in practice, they cited school closures, feeling overwhelmed, and the ongoing covid-19 crisis as explanatory variables. It is important to note participants attended bcls between september 2019 and february 2020, with this survey”

“In-district support: glisi offers a variety of in-district support services to school district partners across georgia. In fy20, glisi provided the following in-district support services: (1) strategic improvement planning, delivered in partnership with the georgia school board association; (2) aspiring/incumbent leader development, with an emphasis on social-emotional skill development and integration of authentic leader practice; and (3) technical assistance/custom support services, aligned with leadership development and talent management needs in the districts we serve. The objective of the glisi-gsba strategic improvement planning consulting service is to assist districts and their local communities in developing a district-wide improvement plan to guide transparent systemic improvement for 3-5 years. In fy20, glisi initiated partnerships with ten districts, three of which were delayed due to covid-19 and related school closures. In the seven districts where we provided direct service, we engaged 195 community members, teachers, leaders, and students in deliberative dialog to inform school improvement efforts and facilitated a process that yielded a plan to guide continuous improvement in all seven systems. Glisi staff logged an estimated 250 hours of total support across these partnerships. In fy20, glisi provided direct leadership development support to aspiring and incumbent leaders in nine school systems, serving 347 leaders statewide. Specific partnerships included development of three cohorts of aspiring leaders (n=56); development of leaders social-emotional skills through a program called cultures of learning and belonging together (n=84); leadership development for directors of classified personnel (n=26); capacity building for assistant principals (n=76); extension of skill development for prior cohorts of bcls participants (n=60); and principal development in developing and leading school improvement plans (n=36). In fy20, glisi logged an estimated 1,448 hours of total support across these partnerships. In post-service surveys, 100% of district partners indicated that they are making progress toward and/or achieved the intended partnership goals. Glisi also offered support and technical assistance to education leaders, school board members, and policy influencers through partnerships with jefferson county schools, richmond county schools, fayette county schools, learn4life, a metro atlanta regional education partnership made up of school districts, communities, businesses and nonprofits, and the georgia school board association. At the close of fy20, an additional 261 individuals were supported through these partnerships and an estimated 316 hours of support were logged by glisi staff.”

“Transforming teaching and learning together: fy20 was the second year of a three-year, collaborative partnership with the southern regional education board (sreb) and three rural school systems in georgia (jefferson county, emanuel county, and burke county) known as transforming teaching and learning together (4t). The purpose of 4t is to help participating schools to get better at getting better, and ultimately better prepare students for success after high school. 4t uses a networked improvement community as the vehicle for driving change. Objectives for this launch year were to (1) build psychological safety between and among network participants (critical for the network to collaboratively identify and solve problems together); and (2) to engage teacher teams in hands-on practice of improvement science to address a challenge they identify. The shared challenge identified by teachers across the network was around student engagement - how to change teaching and the experience of school to be more engaging for students. Participant survey data demonstrate early success. Year over year comparisons of psychological safety measures showed growth while participant feedback reflects increased knowledge and application of principles of improvement science. The emphasis on building teacher and leader skills to create rigorous, engaging and impactful instructional experiences was more critical than ever in light of the covid-19 crisis, as students and educators adapted to remote and virtual learning environments. As one participant noted, im proud we continued to engage in this challenging work this year. It might have been easy to give upbut we can see the big picture and it 4t is starting to pay off. 40 teachers and leaders were served through the network and glisi staff and 4t consultants logged an estimated 1,540 hours of service in fy20.”

“Consultants and subcontractor 307,932 52,598 21,754”