<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/free_text_polls/pSlZ8rBJGXctP6Y"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>What three things would you change about RI schools?</title></poll>
As a reminder – our three guiding principals are…
Just as a reminder – this project is important right now – RI has made many positive changes that have improved student outcomes, however, there is much work yet to be done to create a world-class education system – we are taking on this work now to…(the bullet point)
Right now we are in Phase 1 of our work – building a common understanding of the issue. Today we will be taking the highest priority area based on feedback from you – curriculum and instruction –and piloting a process to gain a better understanding of where decision-making authority currently resides and what barriers exist to allowing for more autonomy at a classroom level. We will then use that information as a basis for forming some preliminary recommendations focused on curriculum and instruction.
Today, our focus will be on Curriculum and Instruction…Given you a broad overview of Federal State and Local frameworksNow we’re going to start with our group phase
Autonomy or decision-making authority starts with the Federal government. Federal laws such as NCLB and ESEA (give short summary of what they require) define the authority that is given to each state. Each state has laws or policy that define what decision-making authority rests with the state and what decision-making authority rests within each district. In RI, that policy is the Basic Education Plan which we will go over in just a minute. But to further understand how decision-making authority is determined, each district takes the requirements of the Basic Education Plan and determines what authority the district retains and what authority is delegated to the schools and in turn, each school determines…..BEPOutlines which decisions are made at a state-level and which decisions have been delegated to the districts. General theme is that the “what” is defined by the Basic Education Plan and the “how” is delegated to the districtCCSS?NGSS?
Before we can begin to design recommendations with each of the identified target areas, we need to identify what’s holding us back from achieving our objective of autonomy….as it relates to Curriculum and InstructionIf this process helps us achieve our objective, we will use a similar process going forward and ultimately design recommendations for each relevant area, combine and prioritize the recommendations and ensure to add any additional recommendations to ensure adequate accountability.
Conduct a quick walk through of the model we will be using, with which some of you may be familiarUsing a Force Field analysis assess the efficacy of placing technology in the hands of every studentRestraining forces: Status QuoDriving Forces: Promote ChangeDoesn’t necessary need to be one-for-one offsetInstructions:Brainstorm driving and restraining forces for curriculum and instruction autonomy in the classroomKeep in mind our guiding questions:What barriers to effective/innovative teaching and learning exist in Rhode Island?What are the causes of these barriers…………………………………………………………Future workshop: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?
Analyze one of the restraining forcesWhat are the causes that give rise to this potential barrier?Typically causes fall under the categories of People, Equipment,Policies, Procedures/Practices. Most cases people and equipment can be wrapped into Our focus for today’s process will be limited to practices and policiesFuture session:Brainstorm changes that would remove or mitigate these causes
Budgeting isnext topic
1. Please Text Your Responses/Insight
Send To: 37607
Message: Type in 697378 (add your message…)
2. January 6, 2014
Curriculum and Instruction:
(perceived and/or real)
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.
3. Educator Autonomy Project
• 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.
4. Educator Autonomy Project
Reminder: 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?
5. Educator Autonomy Project: Phases of Work
Our work begins with gaining an understanding of autonomy as it relates to curriculum and instructions.
Sept. – Nov.
Issue (Dec – Feb)
Phase 2: Determine
Phase 3: Test and
Feb. - May
May - July
What information do WG
members need to have
productive sessions and develop
a robust set of actionable
What process(es) would ensure
full and open discussion leading
What barriers to
teaching and learning
exist in RI?
How have others
What changes in governance
would allow for more
How could barriers to
effective teaching and
learning be removed or
How could proposed
How can we strengthen
autonomy and ensure quality
Work with Co-Chairs to provide
appropriate pre-reading materials
and to meet with WG members
to ensure questions are
answered and expectations are
Conduct surveys of
research and bodies
Identify areas of greatest
Dig deep to determine best
path for implementation
working closely with
Work with Co-Chairs to design
around key questions
6. Educator Autonomy Project
and design any
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
8. Educator Autonomy Project
design any associated
9. 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
• Identify causes of restraining forces
Sample Force-Field Analysis
Desired State: Place technology in the hands of every student
Students need to be equipped to
engage in 21st century world
Access to relevant, real-time
data and content
Move students beyond
technology as a social
media and gaming tool
Need for additional IT support
Lack of teacher/student preparation
11. Fish Bone Diagram
Identify the “restraining force” your group will examine
Identify causes: ‘Why does this happen?’
Group potential causes and record them on the bones of the diagram
12. Small Group Report Out
• Three (3) highlights from force-field analysis
• One (1) restraining force examined in detail
13. Yanaiza Gallant (Rm 505)
Pat Page (Rm 502)
Jessica Waters (Rm 501)
14. Educator Autonomy Working Group
• Review RIDE website for further
– 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?