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There's been a lot going on with Baltimore City Public Schools lately. The district recently received the CUBE Award (Council of Urban Boards of Education). It has made remarkable progress over the past three years in test scores (especially of minority students), increasing public support and cutting the number of students dropping out of school. A couple examples: Special education students in grades three to eight have improved reading scores on state tests by nearly 30 percentage points—and math scores by nearly 28. English language learners in those grades have improved reading scores by 39 percentage points—and math scores by 39, too, outperforming their English-speaking peers in that subject.

But it's not just what has happened in Baltimore that's exciting--it is also what is to come. For example, a revolutionary new teachers contract. The proposed contract eliminates the “step” pay increases that compensate teachers based solely on their years in the workforce and degrees obtained. It incorporates effectiveness, identified in a number of ways, and also creates a career ladder that gives lead teachers the potential to earn up to $100,000.

And the contract isn’t just about pay and evaluation. It also includes “school-based options.” So teachers at a school, with an 80% majority, can determine school-level working conditions not outlined in the general contract, such as a longer working day or more planning time. It puts teachers at the center of transforming schools.

Remarkably, considering what is included, these contract negotiations went smoothly. The union and district quietly went about their business, together. AFT President Randi Weingarten called the result “the most professional contract I have ever seen.” District CEO Andres Alonso called it a “huge, monumental shift.”

You may be skeptical of pay-for-performance systems, and of these "school-based options." I am. The devil is in the details. But this contract is a step towards the professionalization of teaching, provided it’s implemented well.

Teacher contracts are not the only area in which Baltimore is leading the charge. According to a recent EdWeek article, the district also leads the nation in efforts to improve student attendance. For example, each school has an attendance monitor.

EdWeek highlighted the efforts of one school--Franklin Square Elementary/Middle School--to improve attendance. There, the attendance monitor makes home visits and follows up with doctors to confirm diagnoses. The school holds focus groups of habitually late or absent students and their parents. Staff send out surveys about the problems that cause absence—and use what is learned. They provide alarm clocks to families that do not have them and keep spare uniforms at the school, where there is also a washer/dryer for students who need clean clothes. The school even partners with a barber to offer haircuts and grooming on Monday. A truly comprehensive strategy to addressing student attendance.

So kudos to Baltimore, for improving performance, continuing to innovate and taking a comprehensive look at their schools, all with a spirit of collaboration. While the district has a long way to go, they seem to be moving in the right direction. Hopefully others will follow.

Image from Chuck Szmulro