Analysis of Massachusetts Innovation School Model
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This document discusses aspects of Massachusetts' education system that could be relevant for Rhode Island to consider. It outlines features like increased autonomy for districts and schools to meet benchmarks, curriculum and schedule flexibility, and an ability to focus resources. However, it also raises questions about applying this approach in Rhode Island due to its small size and many small districts, including concerns about economics, lack of relief from state mandates, and barriers to widespread innovation. Overall, the document considers potential benefits of increased autonomy but recognizes challenges of Rhode Island's educational structure and scale.
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Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Join the a game slide deck
This document provides information about an upcoming workshop on alternative charter school oversight called A-GAME. The workshop will be held on October 23, 2019 in St. Louis, Missouri as part of the 2019 NACSA Leadership Conference. It will be presented by the A-GAME co-directors and members of the National Authorizer Leadership Team. The goals of the workshop are to discuss the A-GAME project and team, provide guidance for identifying alternative education campuses, and make recommendations for alternative accountability frameworks. Activities will allow participants to provide feedback and discuss measuring school quality using available data.
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Findings from Finland
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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Educator Autonomy Project Report August 2014 (1)
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
BPS Autonomy Report
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.
RI Educator Autonomy Draft Report v.6
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.
Educator autonomy working group final report review
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.
Educator autonomy work group july7 agenda_final
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.
RI Educator Autonomy: Draft new recommendations for consideration 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. 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.
RI Educator Autonomy recommendation revisions from 5/14 meeting
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.
Educator autonomy advisory 5 5-14
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.
Educator autonomy recommendationworksheet_5 5 14
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.
Summary of themes emerging from autonomy meetings
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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Introduction to objective, scope and outcome the subject
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