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RI Educator Autonomy Kickoff presentation
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- 2. Introduction of Educator AutonomyProject Context and Purpose Research has proven that critical factors in determining student achievement are an excellent teacher in every classroom and an excellent principal in every school. The most recent reforms (common core standards and assessments, teacher induction program, etc.) have involved educators in their development, yet have emanated from a state level. As these latest reforms become ingrained in the school system, attention needs to shift to how to unleash innovation in the classroom through more autonomy at the school and educator level. The Educator Autonomy Project’s purpose is to support Rhode Island’s efforts to create a worldclass education system by working with all stakeholders to design recommendations to the Governor to improve student achievement through increased local autonomy. 2
- 3. Educator Autonomy Project Objectiveand Key Questions This project is critical at this juncture to improve student achievement by: Allowing educators and schools the flexibility to meet the specific needs of their students Encouraging innovation Addressing concerns that governance is too centralized Strengthening autonomy and effectiveness The work will focus on the following 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 decisionmaking would allow for more innovative teaching and learning? How can we strengthen autonomy and ensure consistent quality and effectiveness? 3
- 4. Educator Autonomy Project GuidingPrinciples 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
- 5. Educator Autonomy Project The workof the Educator Autonomy Project will be accomplished through a Governor-appointed working group that includes representatives from all stakeholders. Co-led by award-winning educators, this working group will conduct all work through a public process over a 6 - 9 month period. Existing Researc h Local Surveys Expert Interview s Support proposed bills Educator Autonom yWorking Group Recommendation s to Governor Encourage district leadership Encourage state leadership 5
- 6. Educator Autonomy Project Phasesof Work Throughout all phases of work, emphasis will be placed on communication with and education for all stakeholders by ensuring all materials and information are available to the public including public work sessions, posted announcements, agendas and minutes, etc. Planning Phase Sept. – Nov. Phase 1: Build Common Understanding of Issue Dec. – Feb. Phase 2: Determine Areas of Recommendations Feb. - May Phase 3: Test and Develop Specific Recommendations May - 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? Work with Co-Chairs to provide appropriate prereading 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 Process: 6
- 7. Educator Autonomy Project Areasof Autonomy to Consider State District School Teacher Areas • Budget Allocation (school) • Staffing (who, what types) • Schedule • Professional development (school) • Vendor selection (school) • Curriculum consistent with common core (school) • Assessment (except those required by law) • Reporting Examples • Schools can allocate budget between types of teachers and specialists as long as target ratios are maintained • Schools could design professional development based on teacher need/interest • Teachers could choose classroom materials, supplies and technology that are best targeted to their students • Districts could empower their principals to lead their teachers to make more significant decisions around budget, curriculum, etc. 7
- 8. Timeline Oct . 23rd Nov. 4th, 22nd Dec. 3nd Jan. 6th Feb. 11th March 4th April 7th May 5th June 2nd Planning Align on Issue IDAreas of Recommendatio ns Define, Refine and Adopt Specific Recommendatio ns 8
- 9. As you watchthis video: What does autonomy mean to you? What does it look and sound like to you? 9
- 10. Framing Questions In yourpersonal experience, how has autonomy played a role in your ability to succeed? How can autonomy in decision making play a role in our schools? 10
- 11. Yanaiza Gallant (Rm 505) PatPage (Rm 501) Christina Batastini (Rm 502) Ron Karen Sue Deborah Rob Tim Pierre Patrick Val Bob Rick Julian Alan Carolyn Kathy 11