Fulton Georgia Autonomy Model
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Fulton County, Georgia allows schools more autonomy over courses, schedules, materials, and staffing. Principals have more flexible and distributed leadership. Aspects that could apply to Rhode Island include a network of autonomous schools, school strategic plans with flexibility for innovations, and giving more control to schools over their budgets. However, questions are raised about funding, transitions from traditional districts, compensation reforms, preparation for new principal roles, lack of open enrollment choice, and whether autonomy alone will lead to innovation without other incentives.
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This document provides an overview of the Educator Autonomy Project in Rhode Island. The project aims to support Rhode Island's efforts to improve student achievement through increased local autonomy for educators. It will examine barriers to effective teaching and learning, and make recommendations to the governor on how to remove barriers and strengthen autonomy at the school and teacher level while ensuring quality and effectiveness. A working group representing all stakeholders will conduct the work over 6-9 months. They will build understanding of the issues, identify areas for recommendations, develop and test specific recommendations, and prioritize proposals. Autonomy may be increased at the state, district, school and teacher levels in areas like budgeting, staffing, curriculum and assessments. The goal is to empower
RI Educator Autonomy Workgroup: Jan 6 2014
This document discusses an educator autonomy project in Rhode Island aimed at increasing local autonomy to improve student achievement. It provides context and outlines the phases of work, which include identifying barriers to effective teaching and learning, determining areas for recommendations, testing recommendations, and prioritizing them. Participants are guided by principles of student success and decisions made close to students. The document describes dividing into groups to analyze potential barriers and their causes using tools like force-field analysis and fishbone diagrams. It lists participants and directs them to review education standards and consider how budgeting interacts with student experiences before the next meeting.
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School Base Management (SBM) is a strategy to improve education by transferring decision making authority from state and district offices to individual schools. This gives principals, teachers, students, and parents greater control over the education process. SBM aims to develop a management system to ensure quality learning and give schools more autonomy and flexibility. Potential problems include increased workload for stakeholders, reduced efficiency, and lack of decision making skills, but SBM can lead to greater creativity, improved morale, and redirected resources to support school goals.
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School-based management (SBM) is a strategy that transfers decision-making authority from central offices to individual schools, giving principals, teachers, students, and parents greater control over budgets, personnel, and curriculum. This is intended to create more effective learning environments through stakeholder involvement. Implementing SBM requires strong support from school staff, a gradual process, and training as roles adjust. While it increases autonomy, SBM also requires participatory decision-making that can be slower and leave less time for other responsibilities.
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There is an unsettling feeling rippling through the non-public school community: “the Common Core is going to somehow compromise my institution’s integrity and identity.” For faith-based non-public schools, Common Core implementation has raised a unique set of issues that have stimulated both discussion and debate.
This webinar will cultivate a basic understanding about what the Common Core is—and what it is not—from the perspective of the non-public administrator. You will understand the basic premise and purpose of the Common Core and will come to appreciate its worth as you realize how your school’s long standing values and traditions are neither in jeopardy nor compromised by implementing the Common Core.
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This document discusses different perspectives on curriculum in schools. It describes the formal curriculum which is officially documented, the informal curriculum which involves subtle teacher personality and interactions, and the hidden curriculum which is taught implicitly through expectations. It also discusses the distinctions between the written, supported, taught, and tested curricula, and how testing influences what is taught. Site-based management and teacher autonomy in curriculum development are addressed, as well as the deadening impact of textbooks and requirements for an effective curriculum.
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1. The document discusses the education system in Finland and provides comparisons to the United States education system.
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.
Findings from finland
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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This document summarizes a panel discussion on aligning financial capability efforts with the Common Core standards. The panelists were Lisa Krueger, Pat Page, and Anne DeMallie. They discussed how financial literacy maps onto the Common Core math standards, the importance of financial education, and resources to support building financial capability in youth. Pat Page argued for a distributed model that incorporates financial concepts across subjects and a competency model for qualified teachers. The discussion focused on how to effectively teach financial literacy and assess student capability.
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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.
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The draft final report of the Educator Autonomy Working Group was presented for individual review by members. Feedback was requested on whether the report provided enough context, conveyed the spirit of the recommendations, and contained the appropriate references. Members were asked to identify any areas needing clarification and anything missing from the report. Suggested action steps for implementing one of the recommendations and key themes for the letter to the Governor were also solicited. Feedback would be collected at the upcoming meeting and used to finalize the report.
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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. The document also outlines key features for the workgroup's final report to the governor, including formatting recommendations, an outline and defining important terms.
Attachment #2 new items for june 2 2014
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.
Educator autonomy work group agenda 6.2.14
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.
RI Educator Autonomy New Draft Recommendations 6.2.14
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 sixth meeting of Governor Chafee's Educator Autonomy Working Group will take place today at the Rhode Island Department of Education to develop recommendations for increasing educator autonomy in the state. The 17-member working group was appointed by Governor Chafee to examine providing greater autonomy for educators, schools, and districts. Next month, they will present their recommendations to Governor Chafee.
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The document provides a recommendation worksheet for an Educator Autonomy Working Group to develop suggestions in their May/June meetings. It lists key areas of autonomy like budget, curriculum, staffing, and professional development. Members are asked to come to the meetings with their own ideas for recommendations considering these components and the group's guiding principles.
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The document summarizes the focus and themes that emerged from a series of working group meetings on school autonomy. The meetings in December explored definitions of autonomy and identified potential areas of autonomy to consider, as well as barriers. Subsequent meetings in January and February discussed curriculum, instruction, examples of autonomous schools, and research on autonomy. Meetings also highlighted that autonomy is not a single solution, and more operational details are needed on models that could work in the local context. The final meeting discussed lessons from examples of autonomy in other states or districts.
Educator autonomy work group may.5.14 agenda final
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.
Educator autonomy working group conditions for autonomy
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.
Educator autonomy working group straw recommendations_5 5 14
The Educator Autonomy Working Group developed three "straw recommendations" to present to the governor on increasing educator autonomy in Rhode Island. The first recommends increasing awareness of existing autonomies through forums, guidance, and outreach. The second recommends providing training to educational leaders on competencies for autonomous structures. The third recommends developing a legislative strategy with district and union leaders to foster autonomous decision-making and innovation at schools.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Educator autonomy work group 4.7.14 feedback (1)
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.
Educator autonomy work group 4.7.14 notes
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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Fulton Georgia Autonomy Model
- 1. 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