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Presentation to 2014 RI District Teachers of the Year / prospective candidates 2015 RI Teacher of the Year
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- A description of the charter system as having consistent curriculum and funding across schools, while schools have flexibility, compared to a collection of independent charter schools.
- An outline of the governance framework with the Board of Education responsible for system policies and accountability, and School Governance Councils providing local school flexibility and engagement.
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The Innovation Schools initiative allows educators to create new schools with increased autonomy in areas like curriculum, budget, staffing, and schedule. This prospectus proposes a new Innovation School that would serve up to 200 students in grades 6-8. It would utilize flexibilities in curriculum, staffing, schedule, and professional development to improve student achievement, especially in math and literacy. If approved, the school would open in fall 2014 in a local district.
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- However, the correlations are not strong and both centralized and decentralized systems can be high-performing. New Zealand's experience shows more autonomy works better with sufficient training.
- U.S. states are experimenting with school autonomy models. In Massachusetts, most high-poverty but high-performing schools have greater autonomy than traditional district schools.
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2. Key aspects of Finland's education system highlighted include strong teacher preparation, autonomy for teachers, and a focus on competencies rather than standardized testing.
3. Educators in the US identify action items to incorporate aspects of Finland's education approach, such as having principals co-teach classes and increasing collaboration time for teachers.
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2. Provide training, support, and resources to educational leaders to effectively carry out autonomous practices, including defining needed skills, developing professional development, and securing funding.
3. Create a clear path for local authorities and schools to implement autonomy in areas like budget, curriculum, and staffing, by further research to identify statutory/regulatory changes and a path for individual schools to become more autonomous
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- An explanation that the charter system aims to improve student achievement and opportunities through innovative strategies under unified leadership.
- A description of the charter system as having consistent curriculum and funding across schools, while schools have flexibility, compared to a collection of independent charter schools.
- An outline of the governance framework with the Board of Education responsible for system policies and accountability, and School Governance Councils providing local school flexibility and engagement.
Massachusetts Autonomy Framework
The Innovation Schools initiative allows educators to create new schools with increased autonomy in areas like curriculum, budget, staffing, and schedule. This prospectus proposes a new Innovation School that would serve up to 200 students in grades 6-8. It would use flexibilities in these areas like common planning time and competency-based assessments to improve student achievement, especially in math and English. The school aims to reduce achievement gaps for low-income students through innovative strategies.
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The document provides an overview of the recommendations from the Educator Autonomy Working Group in Rhode Island. It discusses the group's mission to design recommendations for the governor to improve student achievement through increased local autonomy. The working group was made up of various stakeholders and spent several months developing their recommendations in three phases: understanding autonomy, exploring models of autonomy, and developing their final recommendations, which focused on increasing awareness of existing autonomies, providing training and support for leaders, and creating a path for schools to operationalize autonomy in areas like budget, curriculum, and staffing.
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F.M. Douglas is offering the employees of Church Falls incentives to relocate to Georgia to help the company. These include:
1) The same wage increases and tax benefits that employees moving to Pelton, Georgia would receive.
2) Development of a resort in Church Falls, Vermont with amenities like an inn, golf course, and winter activities to increase tourism and the local economy.
3) Assistance from L.U.R.E. to individually aid each employee's decision making and pay all relocation expenses so the move benefits everyone.
Massachusetts Autonomy Framework
The Innovation Schools initiative allows educators to create new schools with increased autonomy in areas like curriculum, budget, staffing, and schedule. This prospectus proposes a new Innovation School that would serve up to 200 students in grades 6-8. It would utilize flexibilities in curriculum, staffing, schedule, and professional development to improve student achievement, especially in math and literacy. If approved, the school would open in fall 2014 in a local district.
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This document provides summaries of various sources related to educational autonomy. It summarizes 20 different documents that discuss topics like teacher-led schools, international education systems like Finland that grant autonomy, and studies on the relationship between autonomy and student performance. The summaries indicate that autonomy works best when paired with accountability, when teachers are developed as professionals and granted decision-making power, and when systems foster collaboration and innovation at the school level. Overall, the document explores perspectives on educational autonomy from research and examples around the world.
RI Educator Autonomy Research Compilation
The document explores autonomy in education through an analysis of international benchmarks and examples. Key findings include:
- PISA results show a positive correlation between autonomy over curriculum/assessment and performance, and autonomy over resources can also correlate positively under certain conditions like teacher collaboration.
- However, the correlations are not strong and both centralized and decentralized systems can be high-performing. New Zealand's experience shows more autonomy works better with sufficient training.
- U.S. states are experimenting with school autonomy models. In Massachusetts, most high-poverty but high-performing schools have greater autonomy than traditional district schools.
- International research found improving systems decentralize more over time as performance increases, and vary
EGHS Market Segmentation
The document discusses market segmentation strategies used by companies. It distinguishes between targeted marketing, which uses research to select consumer segments to develop tailored strategies for, versus mass marketing, which uses the same strategies for all consumers. Some benefits of segmentation and targeting are that it allows companies to focus on major versus minor customers and identify segments that can drive most of the revenue. The document also describes different ways companies can segment markets, including by demographics, geography, and geodemographics, which combines geographic and demographic data. It explains that positioning involves allowing a product to stand out from competition and re-positioning moves a product to a new place in buyers' minds.
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Pat Page is the 2014 Rhode Island Teacher of the Year who believes that teaching is about building purposeful relationships with students, not just interacting with curriculum materials. The presentation advocates breaking down silos between classrooms, departments, and external stakeholders to leverage external expertise, engage civic and industry leaders, and make learning more relevant by connecting classroom learning to the real world. It challenges the audience to take risks, demonstrate resiliency, and make a commitment to sharing ownership and accountability for student success.
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2. Key aspects of Finland's education system highlighted include strong teacher preparation, autonomy for teachers, and a focus on competencies rather than standardized testing.
3. Educators in the US identify action items to incorporate aspects of Finland's education approach, such as having principals co-teach classes and increasing collaboration time for teachers.
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This document discusses Finland's education system as a model for professional learning communities. It provides 3 key aspects of Finland's approach: 1) Trusting and autonomous teachers with strong preparation. 2) A focus on formative assessment and vertical alignment from preschool to university without dead ends. 3) National curriculum frameworks and a focus on developing competencies rather than test scores. The document suggests US educators could learn from allowing teachers to co-teach, have candidates do sample lessons, and giving teachers more autonomy in teams.
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The document outlines recommendations from the Educator Autonomy Working Group in Rhode Island to improve student achievement through increased local autonomy. The three recommendations are:
1. Increase awareness of existing autonomies at the district and school level in Rhode Island by communicating, hosting forums, identifying autonomies, and sharing findings.
2. Provide training, support, and resources to educational leaders to effectively carry out autonomous practices, including defining needed skills, developing professional development, and securing funding.
3. Create a clear path for local authorities and schools to implement autonomy in areas like budget, curriculum, and staffing, by further research to identify statutory/regulatory changes and a path for individual schools to become more autonomous
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The document analyzes school autonomy in Boston Public Schools and its implications for the future of the district. It finds that autonomous schools in Boston outperform traditional schools, and that increased autonomy allows schools to tailor resources and decision-making to student needs. The report also examines autonomy models in other districts and identifies core autonomies that could be expanded in Boston, such as staffing, budget, and curriculum/assessment. Expanding autonomy district-wide while ensuring support and accountability is presented as a path forward to improve outcomes across the school system.
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The Educator Autonomy Working Group meeting agenda focused on providing feedback on their final report and recommendations to increase educator autonomy in Rhode Island. The meeting objectives were to get input on how recommendations were presented in the report, ideas for promoting the recommendations to the Governor, and next steps for revising the report. The group would discuss feedback on the content and tone of the report, identify member actions to support the recommendations, and determine revisions needed before submitting the final version.
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The document discusses recommendations from a June 2nd meeting of the Educator Autonomy Workgroup in Rhode Island. It proposes developing a regulatory framework to increase autonomy for schools in areas like budgeting, curriculum, staffing and scheduling. A new recommendation proposes fiscal support to enable teacher collaboration on curriculum development and selection. The document also outlines key features for the workgroup's final report to the governor, including formatting recommendations, an outline, and defining important terms.
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This document contains the results from the May 5th, 2014 meeting of the Educator Autonomy Workgroup in Rhode Island. It includes notes from the meeting where they discussed and revised draft recommendations for increasing educator autonomy. The group provided feedback on the discussion format, identified key autonomy areas to address, and potential actions to support the final recommendations. One member also proposed a new recommendation to be discussed at the next meeting. In summary, the document outlines the workgroup's discussion of draft recommendations for their report to the governor on how to improve educator autonomy in Rhode Island schools.
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The Educator Autonomy Working Group meeting agenda outlined reviewing and refining preliminary recommendations to increase autonomy for educators in Rhode Island. The objectives were to review recommendations developed at a previous meeting, consider additional preliminary recommendations, and finalize the full set of recommendations. The meeting was scheduled from 4:30-6:30 pm at the Rhode Island Department of Education to welcome members, work in small groups on recommendations, and agree on a final set of proposals to submit in a report to the Governor. Participants would also provide feedback and plan next steps.
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The document discusses recommendations from a June 2nd meeting of the Educator Autonomy Workgroup in Rhode Island. It proposes developing a regulatory framework to increase autonomy for schools in areas like budgeting, curriculum, staffing and scheduling. A new recommendation proposes fiscal support to enable teacher collaboration on curriculum development and selection. The document also outlines key features for the workgroup's final report to the governor, including formatting recommendations, an outline, and defining important terms.
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The Educator Autonomy Working Group met to develop recommendations for increasing autonomy at the school and district level in Rhode Island. Their objectives were to agree on basic conditions supporting greater autonomy, identify preliminary recommendations in specific areas, and continue building relationships among members. The meeting agenda included reflecting on their previous meeting, reviewing research and interviews to inform recommendations, confirming conditions necessary for autonomy, and examining and refining a set of preliminary recommendations based on input from members. Their final meeting would be focused on confirming the final recommendations.
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The document discusses conditions needed to support educator autonomy as recommended by the Educator Autonomy Working Group. It lists five conditions: 1) trust among all educators is needed, 2) a collaborative culture focused on student success is necessary, 3) clarity on where decision-making authority lies is key, 4) value must be placed on educators at all levels, and 5) responsive systems and supports for autonomous practices must exist. Attendees are asked to indicate their agreement or disagreement and share additional thoughts at the next meeting.
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The document summarizes feedback from an educator panel presentation on school autonomy in Massachusetts. Participants found the presentation effective, with an average rating of 4.5 out of 5. They appreciated hearing different perspectives from the school, district, and state levels. Some suggestions for improvement included providing more data and examples to compare autonomy models. Presenters on the state, district, and school levels received average ratings between 3.5-5 out of 5. Key takeaways that could inform increasing autonomy in Rhode Island included developing trust between schools, districts, and states; legislation to support innovation schools; and empowering educators through autonomy rather than a top-down approach.
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This document summarizes notes from a meeting of the Educator Autonomy Working Group in Rhode Island on April 7, 2014. Representatives from Massachusetts discussed their experiences implementing school autonomy strategies. Autonomy comes from districts and schools are not limited by centralized policies. Schools receive lump sum budgets and teachers collaborate on professional development. While results vary, autonomy generally empowers principals and teachers to better meet student needs. Developing leadership through residency programs is important for success. Maintaining trust between all stakeholders is crucial when granting or revoking autonomy.
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The fifth meeting of Rhode Island Governor Chafee's Educator Autonomy Working Group will take place on Monday, April 7th from 4:30 to 6:30 pm at the Rhode Island Department of Education. The agenda includes a panel discussion with three education leaders from Massachusetts who will discuss their experiences implementing autonomy at different levels. The 17-member working group, appointed by Governor Chafee, is examining ways to provide greater autonomy for educators, schools, and districts. In June, the group will present recommendations to the Governor.
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RI Educator Autonomy recommendation revisions from 5/14 meeting
RI Educator Autonomy New Draft Recommendations 6.2.14
RI Educator Autonomy New Draft Recommendations 6.2.14
Educator autonomy work group may.5.14 agenda final
Educator autonomy work group may.5.14 agenda final
Educator autonomy working group conditions for autonomy
Educator autonomy working group conditions for autonomy
Educator autonomy working group straw recommendations_5 5 14
Educator autonomy working group straw recommendations_5 5 14
External interview summary for may meeting draftv3
External interview summary for may meeting draftv3
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Editor's Notes
- Approximately 12 months ago, I was sitting in this very room….I remember being in awe of the talent and experiences of the prior National and RI Teachers of the Year. I also remember wondering how do I measure up. Am I the best? Certainly not the best k-12 science, history, art, social studies, english, mathematics, foreign language, applied arts teacher. Question I pose to you: Can you represent the best the profession has to offer regardless of the discipline, my answer to you is YES
- Who do you think about when I say those words…..StudentsRe-frame that thought processIf it was one of your students who was hesitant about joining in a game of foursquare (the playground version not the online social networking chat), or club, try out for a team, or run for class office, what would you say….Don’t want to find your wondering….what if I had I tried…
- Process was cathartic and reaffirming. Forced me to devote the time to revisit and encapsulate what the profession means to me and what issues are important.
- Went to Wharton last week, learned about the CASE method…Copy and Steal Everything….show this again I will be certain give it the proper attribution.
- One of our objectives this evening was to inspire you this evening…because <read the sign> do this every day.