Jun 162011
Autonomy:
- We want to continue to be a one unit school
- Teacher led, no principal
- Continue K-8
- Continue Art, Music, P.E-whole school
- Education is more than academic
- Experiential Learning-field trips, hands-on, etc.
- Caring teachers that know all the students
- Circles groups integrates the kids and age levels
- Climate of emotional safety
- Circle groups integrate kids with community and encourage community involvement
- Multi-aged classrooms
- Differentiate instruction better than regular age schools
- We like Woods ability to logically sequence content
- Allow teacher to tailor instruction to individual students
- Facilitates a cognitive intellectual intimacy
- Teachers empower students’ curiosity and allow them to make choices, challenge them.
- No intimidation among grades; camaraderie.
- Woods encourages students to learn independently
- Parents are welcome and encouraged to be involved with kids during school.
- Woods kids noted by community
- Woods teachers are more accountable to parents.
One Response to “Why is autonomy important?”
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From the WLC Staff:
The autonomy we have enjoyed at Woods has given us the authority and flexibility to take our school in the direction we believe we need to go. It is the reason we are able to teach according to our philosophy, and our passion for making a difference is fueled by it. We are able to make decisions together, as a team, which shape our school; thus we are engaged and inspired. Frankly, autonomy is the reason we are all willing to work so hard for our school, and students. We feel the alternative, the loss of freedom and control over our program’s future, could be equivalent to losing the heart and soul of Woods.
Some of the system changes taking place seem to threaten the very core of Woods, our autonomy. For example, new restrictions placed on travel related to professional development have become obstacles for the staff in pursuing quality, research based, approaches for 21st century learning. We take great care in choosing professional development that will support our philosophy and strengthen our skills. In the past, we discussed professional development requests and opportunities as a team, decided if we had the funds available, and then began making arrangements to attend, if that was the decision reached. Now we must go through a district approval process, and in essence justify why we should be able to use our budget funds to attend conferences and trainings. Someone else is making decisions about what is best for our building and staff.
Transparency is also a concern for us. Our district prides itself on being transparent, yet the glass seems to be getting muddied. As of late, it is unclear to use how, decisions are being made on a district level. Often times when we ask, we are pointed in a number of directions. This could be a communication issue, however it seems almost secretive. In addition the district has been designing assessments to be administered as a requirement. These are intended to be predictive tests, for the districts performance on PAWS. There is some flexibility at this point as to when they are given, and what prompts can be used, nevertheless they take time, which must be pulled from other classroom adventures, and experiences. We are concerned because our district appears to be changing, and shifting away from our “schools of choice” model. We have sensed an agenda that’s encouraging “cookie cutter” schools, and one that does not support professional learning communities of team decision makers.