Educator Autonomy Project

OverviewDecember 3, 2013

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Introduction of Educator Autonomy Project

Context and Purpose

Research has proven that critical factors in determining student achievement are an excellent teacher in every classroom and an excellent principal in every school.

The most recent reforms (common core standards and assessments, teacher induction program, etc.) have involved educators in their development, yet have emanated from a state level.

As these latest reforms become ingrained in the school system, attention needs to shift to how to unleash innovation in the classroom through more autonomy at the school and educator level.

The Educator Autonomy Project’s purpose is to support Rhode Island’s efforts to create a world-class education system by working with all stakeholders to design

recommendations to the Governor to improve student achievement through increased local autonomy.

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Educator Autonomy ProjectObjective and Key Questions

This project is critical at this juncture to improve student achievement by:

Allowing educators and schools the flexibility to meet the specific needs of their students

Encouraging innovation Addressing concerns that governance is too centralized Strengthening autonomy and effectiveness

The work will focus on the following key questions: What barriers to effective/innovative teaching and learning exist in

Rhode Island? How could these barriers be removed or mitigated? What improvements in governance, school leadership structure and

decision-making would allow for more innovative teaching and learning? How can we strengthen autonomy and ensure consistent quality and

effectiveness?

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Educator Autonomy ProjectGuiding Principles

Student learning and success is paramount.

Educators (teachers, school and district administrators) want what is best for students.

Decisions should be made as close to the student as is practical and effective.

Educator Autonomy Project

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The work of the Educator Autonomy Project will be accomplished through a Governor-appointed working group that includes

representatives from all stakeholders. Co-led by award-winning educators, this working group will conduct all work through a public

process over a 6 - 9 month period.

Educator

AutonomyWorki

ng Group

Support proposed bills

Encourage state leadership

Existing Researc

h

Expert Intervie

ws

Local Surveys

Recommendations to Governor Encourage

district leadership

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Educator Autonomy Project Phases of Work

Planning PhaseSept. – Nov.

Phase 1: Build Common Understanding of Issue

Dec. – Feb.

Phase 2: Determine Areas of

RecommendationsFeb. - May

Phase 3: Test and Develop Specific

RecommendationsMay - July

Key Questions:

What information do WG members need to have productive sessions and develop a robust set of actionable recommendations?What process(es) would ensure full and open discussion leading to consensus?

What barriers to effective/innovative teaching and learning exist in RI?How have others resolved these barriers?

What changes in governance would allow for more effective/innovative teaching and learning?How could barriers to effective teaching and learning be removed or mitigated?

How could proposed recommendations be implemented?How can we strengthen autonomy and ensure quality and effectiveness?

Process:

Work with Co-Chairs to provide appropriate pre-reading materials and to meet with WG members to ensure questions are answered and expectations are clear

Conduct surveys of stakeholders and review existing research and bodies of work

Identify areas of greatest opportunity

Dig deep to determine best path for implementation working closely with stakeholders

Work with Co-Chairs to design process(es)

Build consensus around key questions and issue

Develop recommendations

Prioritize recommendations

Throughout all phases of work, emphasis will be placed on communication with and education for all stakeholders by ensuring all materials and information are available to the public including public work sessions, posted announcements, agendas and minutes, etc.

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Educator Autonomy ProjectAreas of Autonomy to Consider

State District School Teacher

Areas• Budget Allocation (school)• Staffing (who, what types)• Schedule• Professional development (school)• Vendor selection (school)• Curriculum consistent with common core (school)• Assessment (except those required by law)• ReportingExamples • Schools can allocate budget between types of teachers and specialists as long as

target ratios are maintained• Schools could design professional development based on teacher need/interest• Teachers could choose classroom materials, supplies and technology that are best

targeted to their students• Districts could empower their principals to lead their teachers to make more

significant decisions around budget, curriculum, etc.

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TimelineOct. 23r

d

Nov. 4th, 22nd

Dec. 3nd

Jan. 6th

Feb. 11th

March 4th

April 7th

May 5th

June 2nd

Planning

Align on Issue

ID Areas of Recommendations

Define, Refine and Adopt Specific Recommendations

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As you watch this video:

What does autonomy mean to you?

What does it look and sound like to you?

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Framing QuestionsIn your personal experience, how has autonomy played a role in your ability to succeed?

How can autonomy in decision making play a role in our schools?

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Yanaiza Gallant (Rm 505)

Pat Page (Rm 501)

Christina Batastini (Rm 502)

Ron Karen Sue

Deborah Rob Tim

Pierre Patrick Val

Bob Rick Julian

Alan Carolyn Kathy