EDUCATOR AUTONOMY WORKGROUP

ATTACHMENT #2

New Items for June 2, 2014

Resolving Recommendation from May 5th and New Recommendation Key Features of Final Report to the Governor

Attachment #2 Page 1 of 1

Educator Autonomy Workgroup June 2, 2014

Resolving Recommendation from May 5th and new Recommendation for Consideration

Straw Recommendation:

Develop a regulatory framework and, if warranted, a legislative strategy that creates a clear path for existing

LEAs and their schools to operationalize autonomy in the following areas: budget; curriculum, instruction and

assessment; governance; staffing; and scheduling/calendar/school hours.

How it can be realized:

a. Create a workgroup to examine legislation and regulatory state frameworks that foster autonomy.

b. Create a collaborative partnership including district, state and union leaders to generate input and buy-in

for a regulatory and/or legislative strategy.

Why? This is necessary because the existing Rhode Island regulatory framework may not specify the types of

autonomies that are available between the district and the school. Further, legislation in other states (e.g.

Massachusetts, Georgia, and Louisiana) has proven effective in improving levels of autonomy in the district and

at the school level.

New Straw Recommendation:

Create fiscal support that enables teachers to have the autonomy or decision-making authority at the school

level to collaborate on the development, revision, implementation, assessment, and selection of curricula.

How it can be realized:

a. Collaborate with existing educational partners.

b. Seek state, federal and private funding.

Why? This is necessary because research shows that when teachers collaborate around curriculum, instruction,

and assessment, it drives school improvement and creates the environment for improving teacher practice.

Attachment #2 Page 1 of 1

Educator Autonomy Work Group June 2, 2014

Key Features of the Final Report to the Governor For Review by the Whole Group

(1) Format for the final recommendations

Bold recommendation statement as a stand-alone followed by: a. How it can be realized b. Why? This is necessary because...

(2) DRAFT Outline of the Final Report

I. Cover Page – Clean design that represents the working group’s focus II. Letter from the Co-Chairs to Governor III. List of the Autonomy Members & Staff/Volunteer Support IV. Introduction to the Group’s Work

A. Work group’s charge B. Process and areas explored C. Core principles guiding the work

V. Recommendations for Increasing Autonomy in Rhode Island A. Core tenets/conditions underlying recommendations B. Specific recommendations – Each recommendation boxed, with “how to implement” and “why it

is necessary” listed separately VI. Conclusion

Appendices:

A. Website B. Research summary C. Interview summary of experts D. Materials generated at meetings, including themes and outcomes for each meeting E. Glossary of commonly used words

(3) Key words to be defined and included in the final report:

Autonomy – The freedom to make professional decisions in an educational setting. District – An administrative agency that is recognized by the State as having the legal authority for its public

elementary or secondary schools, including typical Local Education Agency, charter schools, and state schools.

Education System – The aligned and interconnected structures and processes that exist from the state to the district, from the district to the school, and from the school to classroom that ensure that all Rhode Island students are adequately prepared for life beyond secondary education.

Education Leader – An educator who has a decision-making role within the education system, or one who influences the thoughts, feelings, and behaviors of a significant number of individuals they interact with to improve student learning and success.

Stakeholders – A person or group invested in the success of the education system. For our purposes this would include students, parents, teachers, principals, superintendents and other education leaders, the higher education system, employers, local and state policy-makers, and community members.

Systems and Supports – A group of interacting and interrelated functions that are necessary for K-12 public education to operate in Rhode Island. These include: human resources; professional development; educator preparation; finance, budgeting, and purchasing; curriculum and assessment selection.