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Accountability and Assistance Advisory Council 2013- 2014

Accountability and Assistance Advisory Council 2013- 2014. Relationships between autonomous schools and districts. Autonomous school pathways discussed. Turnaround Schools/Level 4

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Accountability and Assistance Advisory Council 2013- 2014

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  1. Accountability and Assistance Advisory Council 2013- 2014 Relationships between autonomous schools and districts

  2. Autonomous school pathways discussed • Turnaround Schools/Level 4 • State authority granted in 2010 allowsdistrictsto rapidly intervene in underperforming schools by changing staff, increasing class time, and adding new supports for students. • Receivership Schools/Level 5 • State authority granted in 2010 allowsESEto rapidly intervene in the chronically underperforming schools by changing staff, increasing class time, and adding new supports for students. • Innovation Schools • In-district autonomous schools that operate with increased flexibility in curriculum; budget; school schedule/calendar; staffing; PD; and district policies. • Horace Mann Charter Schools • A public school or part of a public school operated under a charter approved by the local school committee and by the local collective bargaining agent in addition to the state board. • Commonwealth Charter Schools • A public school or part of a public school operated under a charter approved by the state board.

  3. Recurring topics throughout the year • School autonomy –schools have freedoms over recruitment of staff, control of the school budget and pay, and curriculum and professional development needs • Development of talent– building a pipeline of principals and effective teachers; creating teacher leadership roles • Range of district support to schools – district no longer the sole provider of support to schools; central office’s support role may be different than with other schools in the district • Stakeholder engagement – active engagement and management of stakeholder input and feedback; includes families, teachers, staff, community partners, et al. • Evolving work – schools and districts are learning as they go, revising initial strategies,sharing best practices

  4. Key meeting themes • Role and relationship of the district in relation to autonomous schools • “Bounded autonomy” • Improving district as a whole vs. supporting individual schools • Operationalizing autonomy • Stakeholder communication and engagement • Statutory and funding vehicles for autonomous schools • School creation and governance • Decision makers • Teacher voice • Balancing the freedom and responsibility that comes with autonomy • Guidance to ESE about adapting our assistance and accountability to autonomous school models

  5. The Path Forward • Dr. Linda Nathan, Special Advisor to the Superintendent, Boston PS • Helena Pylvainen, Associate, ERS

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