RI Educator Autonomy Kickoff Session 12/2013

1. Educator Autonomy
Project
Overview
December 3, 2013

2. Introduction of
Educator Autonomy Project
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.
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3. Educator Autonomy Project
Objective and 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?
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4. Educator Autonomy Project
Guiding Principles
 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.
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5. Educator Autonomy
Project
The work of 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
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6. Educator Autonomy Project
Phases of 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:
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7. Educator Autonomy Project
Areas of 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.
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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
ID Areas of
Recommendatio
ns
Define, Refine
and Adopt
Specific
Recommendatio
ns
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9. As you watch this video:
 What does autonomy mean to you?
 What does it look and sound like to you?
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10. Framing Questions
In your personal experience, how has autonomy played a
role in your ability to succeed?
How can autonomy in decision making play a role in our
schools?
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11. Yanaiza Gallant (Rm
505)
Pat Page (Rm 501)
Christina Batastini (Rm
502)
Ron
Karen
Sue
Deborah
Rob
Tim
Pierre
Patrick
Val
Bob
Rick
Julian
Alan
Carolyn
Kathy
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