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#edtonomy

#edtonomy

January 6, 2014

Educator Autonomy Work Session

Focus:

Curriculum and Instruction:

Identifying Barriers (perceived and/or real) to Autonomy

#edtonomy 2

The purpose of the Educator Autonomy Project 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 ProjectReminder: Guiding 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.

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Educator Autonomy ProjectReminder: Key Questions

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 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

Our work begins with gaining an understanding of autonomy as it relates to curriculum and instructions .

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Educator Autonomy Project

Prioritize recommendations

and design any associated

measurement/accountability

recommendations

Curriculum and

instruction

Budgeting Staffing and Professional

Development

Additional areas

determined by working group

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Autonomy in Education

* Federal Laws include No Child Left Behind, Elementary and Secondary Education Act** Basic Education Program*** Common Core State Standards****Next Generation Science Standards

Federal Authority

State Authority

District Authority

School Authority

BEP**CCSS***NGSS ****

District Policy and Practice

School Policyand Practice

Federal Laws*

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Educator Autonomy Project

Prioritize recommendations and design any associated

measurement/accountability

recommendations

Curriculum and

instruction

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Curriculum and Instruction: Potential Barriers and Causes

• Engage in multi-step process in smaller groups• Brainstorm driving and restraining forces for

increased curriculum and instructional autonomy

• Identify causes of restraining forces

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Sample Force-Field AnalysisDesired State: Place technology in the hands of every student

Driving

Forces

Restraining Force

s

Students need to be equipped to engage in 21st century world Budget

Access to relevant, real-time data and content

Safety/Security

Move students beyond technology as a social media and gaming tool

Need for additional IT support

Lack of teacher/student preparation

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Fish Bone Diagram

Instructions: Identify the “restraining force” your group will examineIdentify causes: ‘Why does this happen?’Group potential causes and record them on the bones of the diagram

Restraining force examined:

Safety and Security

Student infractions inappropriate use of technology

Existing policies are outdated

PRACTICES

No formal teacher/student training legal implications

POLICIES

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Small Group Report Out

• Three (3) highlights from force-field analysis• One (1) restraining force examined in detail

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Yanaiza Gallant (Rm 505) Pat Page (Rm 502) Jessica Waters (Rm 501)

Carolyn Alan Deborah

Julian Bob Rick

Karen Christina Rob

Patrick (Buzz) Pierre Sue

Ron Val Tim

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Educator Autonomy Working GroupPost-Session Work

• Review RIDE website for further information– Basic Education Program– Common Core State Standards– Next Generation Science Standards

• To prepare for next meeting on budgeting, please think about:

How do fiscal decisions affect the interactions educators have with students?