Fulton County Group 1

Fulton County – Strong Features with Potential Application to RI

District/School State

Policy District policy allows for/requires structural independence Guiding principles – loose/tight

CBA - Master

Practice Schools deciding on courses schedule and materials Role of principal more complex -> distributed leadership Phase in level of autonomy – self-select timing of implementation.

What aspects of this approach have relevance to RI?

Network system of schools

Schools strategic plans (LSU) with ‘loose’ innovations (blended learning and coaching)

Local control/policy goal

Diverse community

Principal flexibility/autonomy startups

Schools deciding on courses, materials, schedule

Schools hire staff!

Schools control (more) of their budget

Guiding principles: Tight – district determines Loose – schools determine

Play book – specific examples of Loose/Tight o Tight – stay in compliance o Loose – principal could manage more effectively than control office o Request for flexibility

Identify areas in RI schools that may be tight or loose (1. Current 2. Conditional)

Empowers district principals and school governance councils to make decisions aligned with their level of responsibility and accountability for meeting the diverse needs of all students

Pathway – common understanding – Can/cannot clarification; Guide to what schools should/should not pursue

What aspects of this approach raise concerns/questions?

RFF process

Funding ‘cost neutral’?

School Governance Councils have more parents than teachers – I believe should be VERY heavily teacher-led.

School choice is important in super autonomous settings specifically because of local decisions

Compensation reforms; inconsistent, severe implications for employee morale, sustainability (budget)

All schools within the charter district? How do you transition from the traditional district?

It makes the job of the principal more complex

Are these schools of choice for the kids?

Seems to be an emphasis on structural autonomy, but less on incentives for innovation. Is it assumed that autonomy would lead to innovation?

Lacks open choice enrollment to build student/parent options enrollment BUT principals choose cohorts within their system of current attendance boundaries

Central curriculum and some central training (universal)

How much professional training is local or school-based?

Red Flags

o Composition School Governance Council o Preparing principals for redefined role o What is the transition plan – how do you change human behavior o No school choice despite autonomy relative to curriculum/courses o No structural incentives to innovate autonomy

Autonomy = innovation