RI Educator Autonomy Workgroup: Jan 6 2014

Editor's Notes

• #2: <?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/free_text_polls/pSlZ8rBJGXctP6Y"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>What three things would you change about RI schools?</title></poll>
• #4: As a reminder – our three guiding principals are…
• #5: Just as a reminder – this project is important right now – RI has made many positive changes that have improved student outcomes, however, there is much work yet to be done to create a world-class education system – we are taking on this work now to…(the bullet point)
• #6: Right now we are in Phase 1 of our work – building a common understanding of the issue. Today we will be taking the highest priority area based on feedback from you – curriculum and instruction –and piloting a process to gain a better understanding of where decision-making authority currently resides and what barriers exist to allowing for more autonomy at a classroom level. We will then use that information as a basis for forming some preliminary recommendations focused on curriculum and instruction.
• #7: Today, our focus will be on Curriculum and Instruction…Given you a broad overview of Federal State and Local frameworksNow we’re going to start with our group phase
• #8: Autonomy or decision-making authority starts with the Federal government. Federal laws such as NCLB and ESEA (give short summary of what they require) define the authority that is given to each state. Each state has laws or policy that define what decision-making authority rests with the state and what decision-making authority rests within each district. In RI, that policy is the Basic Education Plan which we will go over in just a minute. But to further understand how decision-making authority is determined, each district takes the requirements of the Basic Education Plan and determines what authority the district retains and what authority is delegated to the schools and in turn, each school determines…..BEPOutlines which decisions are made at a state-level and which decisions have been delegated to the districts. General theme is that the “what” is defined by the Basic Education Plan and the “how” is delegated to the districtCCSS?NGSS?
• #9: Before we can begin to design recommendations with each of the identified target areas, we need to identify what’s holding us back from achieving our objective of autonomy….as it relates to Curriculum and InstructionIf this process helps us achieve our objective, we will use a similar process going forward and ultimately design recommendations for each relevant area, combine and prioritize the recommendations and ensure to add any additional recommendations to ensure adequate accountability.
• #11: Conduct a quick walk through of the model we will be using, with which some of you may be familiarUsing a Force Field analysis assess the efficacy of placing technology in the hands of every studentRestraining forces: Status QuoDriving Forces: Promote ChangeDoesn’t necessary need to be one-for-one offsetInstructions:Brainstorm driving and restraining forces for curriculum and instruction autonomy in the classroomKeep in mind our guiding questions:What barriers to effective/innovative teaching and learning exist in Rhode Island?What are the causes of these barriers…………………………………………………………Future workshop:How could these barriers be removed or mitigated? What improvements in governance, school leadership structure and decision-making would allow for more innovative teaching and learning?How can we strengthen autonomy and ensure consistent quality and effectiveness?
• #12: Analyze one of the restraining forcesWhat are the causes that give rise to this potential barrier?Typically causes fall under the categories of People, Equipment,Policies, Procedures/Practices. Most cases people and equipment can be wrapped into Our focus for today’s process will be limited to practices and policiesFuture session:Brainstorm changes that would remove or mitigate these causes
• #15: Budgeting isnext topic