Areas of Autonomy
All Pilot Schools share the following essential features:

Staffing: Pilot Schools have the freedom to hire and release their staff in order to create a unified school community. Staff should play a significant role in hiring. Pilot Schools:

• Decide on the staffing patterns and work assignments that create the optimal learning environment for students.
• Hire staff who best fit the needs of the school, regardless of an individual’s current status—member of the district or not. Every teacher hired becomes a member of the teachers union bargaining unit.
Budget: Pilot Schools have a lump sum per pupil budget that allows the school to decide on spending that provides needed programs and services to students and their families. Pilot Schools:
• Have a lump sum per pupil budget, the sum of which is equivalent to the per pupil budget of other district schools within the same grade span and includes salaries, instructional materials, consultants, and more.
• Choose either to purchase identified discretionary district services or to not purchase them and include the per pupil cost in the school’s lump sum per pupil budget.
Curriculum and Assessment: Pilot Schools have freedom to structure their curriculum and assessment practices to meet students’ learning needs. While all Pilot Schools are held accountable to federal- and state-required tests, these schools are given the flexibility to determine the school-based curriculum and assessment practices that best prepare students for federal and state assessments. Pilot Schools:
• Are freed from local district curriculum requirements—they can choose what content to cover and how to cover it.
• Set their own promotion and graduation requirements, although they must be comparable in rigor to the district requirements. Pilot Schools have an emphasis on competency-based, performance-based assessments.
• Decide on the professional development in which faculty engage.
Governance: Pilot Schools have the freedom to create their own governance structure that includes decision-making powers over budget approval, principal selection and evaluation, and programs and policies, while being mindful of state requirements, including standardized tests and school councils.
Pilot Schools Establish Governing Boards to:
  • Set and maintain the school mission.
  • Select, supervise, and evaluate the principal, with final approval by the superintendent in all cases.
  • Approve the budget and election-to-work agreement.
  • Set policies that the school community feels will help students to be successful.
Schedule: Pilot Schools have the freedom to set longer school days and calendar years for both students and faculty in accordance with their principles or school reform models. In particular, research supports a correlation between increased faculty planning time spent on teaching and learning and increased student achievement. Scheduling that allows for summer and school-year faculty planning time contributes to a more unified school community and education program. Pilot Schools:
• Increase planning and professional development time for faculty.
• Organize the school schedule in ways that maximize learning time for students.

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The Pilot Schools Network: Vision, Mission, and Principles and Practices

The Pilot Schools Network vision and mission statements and principles and practices were developed by Pilot Schools Network leaders.* Revisions have occurred over time, with the core ideas remaining the same.

Vision Statement

The Pilot Schools Network envisions education as a way to achieve a more just, democratic, and equitable society. Pilot Schools engage their students in rigorous and meaningful learning experiences. We aim to prepare students to become thoughtful and reflective individuals who construct and apply knowledge. The Network believes that a primary purpose of education is to empower all students to succeed in higher education and to contribute to their communities.

Mission Statement

The Pilot Schools Network engages in:
• Leadership development for governing boards, directors, staff, students, and families, with a focus on creating democratic and shared decision-making governance models;
• Shared accountability to assist schools in assessing their progress and in developing models of authentic assessment for both students and staff;
• Advocacy that includes work with the district and public to ensure support and resources for Pilot Schools;
• Community organizing to broaden the constituency of the Pilot Schools and strengthen our collective voice and support.
Principles and Practices

Unifying Vision and Mission: Each school has a unifying vision and/or mission that is reflected in all school practices and structures, including curriculum, policies, schedule, professional development, and family engagement.

Equity: Patterns of achievement across race/ethnicity, gender, language, disabilities, and socioeconomic status are examined in order to allow schools to become inclusive communities and identify practices that provide all students opportunities to reach high levels of achievement.

Curriculum, Instruction, and Assessment:

• High expectations are explicit for every member of the school community.
• Student learning is purposeful. Teachers empower students to be responsible for their learning, thereby increasing student engagement.
• Instruction is differentiated. Students use creative problem solving and active use of knowledge.
• A rigorous core academic curriculum is provided to all students.
• Assessment occurs in multiple ways, including exhibitions and portfolios, in addition to standardized tests. Students are expected to demonstrate their knowledge and understanding of key competencies and their relevance to the world.
A Commitment to Small Size: Optimal school size is no more than 450 students. Small schools enable teachers and students to build strong relationships and a safe environment.

Professional Collaborative Culture: Teachers share their practice and work in teams in order to build and sustain a professional collaborative culture. Schools place an emphasis on shared decision making and shared responsibility for student achievement.

Leadership: The people closest to the students make school and policy decisions, including teachers, administrators, support staff, families, community partners, and students themselves. Governing boards have increased decision-making power over the school’s mission, budget approval, principal selection and evaluation, and policies.

Family and Community Engagement: Relationships are focused on respect, trust, and collaboration. Families are encouraged to participate as partners in each school. Schools form partnerships with community organizations in order to expand learning opportunities and support services for students and their families.