Defending Exclusive Representation: Tyranny of the Minority in the Workplace for Educators Poses Special Risks to Charter School Teachers

2020 ◽  
Author(s):  
Thomas D. Aaron Wazlavek
Keyword(s):  
Charter School ◽  
School Teachers ◽  
Charter School Teachers

Neglected Issues: How Charter Schools Manage Teachers and Acquire Resources

2018 ◽  
Vol 120 (10) ◽  
pp. 1-40 ◽  
Author(s):  
D. Brent Edwards ◽  
Stephanie M. Hall
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Education Reform ◽  
Charter School ◽  
The United States ◽  
Resource Acquisition ◽  
Future Research ◽  
School Teachers ◽  
The Government ◽  
Charter School Teachers

Background/Context Charter schools are commonly discussed as being more effective at matching student and family interests with school mission, ensuring family choice of educational products and improving education quality and the efficiency of resource use as a result of the competitive dynamics they are assumed to generate between themselves and public schools. The rhetoric around charter schools in general puts little attention on teacher management and resource acquisition, and the literature on charter schools has tended to focus on outcomes such as student achievement. The prevalence of charter schools within and outside the United States underscores the need to understand what role such issues as teacher management and resourcing play in this increasingly popular education reform. Focus of Study The purpose of this article is to uncover and present the strategies that charter schools employ for managing teachers and acquiring resources, and with what implications. Research Design Through a qualitative case study of a charter school program in Bogotá, Colombia, that began in 1999, we investigated (a) the regulations that governed the hiring, firing, and compensation of charter school teachers, in addition to (b) how charters respond to those regulations in contracting teachers, and (c) the overall approach of charter principals and the charter management organizations (CMOs) that oversee them when it comes to teacher engagement, collaboration, supervision, and professional development. In terms of resource acquisition, the focus was on understanding (d) the extent of government-provided resources to charter schools, (e) the perceptions of charter principals and CMO directors of the resources provided by the government, (f) the ways in which these actors have sought to complement these resources, and (g) the kinds of additional resources that have been obtained. Data in the form of documents, archives, literature and evaluations, and qualitative interviews were collected over eight months. Conclusions Findings indicate that charter school teachers in Bogotá feel that many aspects of their work environment are positive, though they also report tradeoffs in terms of job security and financial compensation. Charter schools use the flexibility afforded to them around employment to spend half as much on teachers by hiring nonunionized teachers, contracting them for periods of a year or less, assigning teachers to lower compensation categories, and offering significantly lower salaries, despite teachers working over 12 hours more each week than their public school counterparts. Findings with regard to resource acquisition address differences between public and charter schools, perceptions of school leaders, and the routes to resource acquisition used by charter schools, namely budget prioritization, donations, volunteers, partnerships, and alumni networks. Implications for future research are discussed, including the need for studies to distinguish among types of charter schools. The article concludes that, when addressing the costs and benefits of charter schools, we need to ask: Costs in what sense? Benefits for whom? And at whose expense?

scholarly journals Teacher community in elementary charter schools.

2007 ◽  
Vol 15 ◽  
pp. 11 ◽  
Author(s):  
Marisa Cannata
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
Organizational Context ◽  
School Teachers ◽  
Teacher Community ◽  
Traditional Public Schools ◽  
Traditional Public School ◽  
Teacher Professional ◽  
Charter School Teachers

The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

scholarly journals Who Are Charter School Teachers? Comparing Teacher Characteristics, Job Choices, and Job Preferences

2012 ◽  
Vol 20 ◽  
pp. 29 ◽  
Author(s):  
Marisa Ann Cannata ◽  
Roberto Penaloza
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Teacher Characteristics ◽  
School Type ◽  
Teacher Qualifications ◽  
Public School Teachers ◽  
School Teachers ◽  
Job Preferences ◽  
Traditional Public School ◽  
Charter School Teachers

Given the importance of teachers to student learning, it is important to understand how and why charter schools differ in terms of their human capital. This paper explores the following questions: How do teacher qualifications and characteristics vary across school types? How much choice do teachers feel they have about where to work? How do teacher preferences for where to work differ by school type? Our findings suggest that charter school teachers do have different preferences for where to work compared to traditional public school teachers, but understanding these differences requires exploring differences among types of charter schools as well.

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

2020 ◽  
Vol 23 (1_part_2) ◽  
pp. 2156759X1989918
Author(s):  
Kristie K. Opiola ◽  
Daniel M. Alston ◽  
Brandi L. Copeland-Kamp
Keyword(s):  
Emotional Intelligence ◽  
Child Behaviors ◽  
School Teachers ◽  
Student Stress ◽  
Teacher Student ◽  
Urban Elementary School ◽  
Effectiveness Of Training ◽  
Charter School Teachers ◽  
The Impact ◽  
Child Teacher Relationship Training

This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

scholarly journals The State of American Education during the Covid-19 Pandemic: Survey of American Public, Private, and Charter School Teachers

2021 ◽  
Vol 4 (3) ◽  
pp. p1
Author(s):  
Holim Song ◽  
Emiel W. Owens
Keyword(s):  
Online Survey ◽  
Internet Access ◽  
Sampling Procedure ◽  
Education Quality ◽  
American Education ◽  
Snowball Sampling ◽  
School Teachers ◽  
Teachers And Students ◽  
Charter School Teachers ◽  
The U.S

The purpose of the present study was to examine how teachers and students are adjusting to the new online platform, the frequency and significance of connectivity problems and how teachers believe their students’ education quality is. An electronic link to a Qualtrics survey was sent to participants and a snowball sampling procedure (Handcock & Gile, 2011) was used. The online survey was open for 4 weeks and a total of 165 teachers representing 22 states across the U.S. In general, a large percent of students across the country do not have stable or any internet services in their home. Furthermore, even for those that have internet access, connectivity issues caused problems for the entire class. New teachers in their first five years are less likely to offer alternatives when internet was not available and more likely changed their curriculum due to internet access issues. 

Use of the Monarch Room as an Alternative to Suspension in Addressing School Discipline Issues Among Court-Involved Youth

2016 ◽  
Vol 55 (1) ◽  
pp. 153-173 ◽  
Author(s):  
Beverly Baroni ◽  
Angelique Day ◽  
Cheryl Somers ◽  
Shantel Crosby ◽  
Megan Pennefather
Keyword(s):  
Residential Treatment ◽  
Residential Care ◽  
Student Behavior ◽  
School Discipline ◽  
Well Being ◽  
School Teachers ◽  
First Response ◽  
Trauma Informed ◽  
Court Involved ◽  
Charter School Teachers

Suspension is commonly used in schools, yet these practices can adversely affect students’ education well-being and do not improve student behavior. This study assesses the use of the Monarch Room (MR) intervention, a trauma-informed alternative to school discipline suspension policies, among 620 court-involved girls placed in residential care and enrolled in an urban-located public charter school. Teachers readily utilized the intervention as a first response to dealing with problematic behavior, and as a result, MR use significantly decreased reliance on suspension practices. Multiple stays in residential treatment and race were significant predictors of MR use.

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