The Role of Staff 
Beginning with creating and negotiating the work conditions of their schools, Pilot School staff feel a high degree of ownership and responsibility. Autonomy over curriculum and schedule creates both the necessity and opportunity for staff to exercise real leadership in their classrooms. The expectation and structure of professional collaboration provide support for such instructional leadership. Beyond the classroom, Pilot School staff take on a variety of leadership roles-including teams and committees-to ensure that the school fulfills its mission. As illustrated in the vignette, Fenway teachers engage in a wide range of leadership activities and structures, from leadership committees to discipline-based teams. Budget and staffing autonomy allows for the creation of new roles, such as team chairs. In Pilot Schools the conditions exist to make such leadership a reality.

Pilot School staff:

• Choose and create curriculum and instructional practices that best meet the needs of their students. Pilot School teachers, while still accountable to state standards, have the autonomy to determine the best path to reach standards.
• Collaborate with colleagues to assess student learning and improve curriculum and instruction. Autonomy over schedule allows sufficient time for professional collaboration.
• Take on a variety of leadership roles on committees, teams, and in the wider Pilot Schools Network to support the continuous improvement of teaching and learning and sharing of best practices.