Personnel policy in charter schools.

Autor/inn/en	Podgursky, Michael; Ballou, Dale
Titel	Personnel policy in charter schools.
Quelle	Washington, DC: Thomas B. Fordham Foundation (2001), VIII, 37 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Empirische Untersuchung; Erfahrung; Fragebogen; Vergleichsuntersuchung; Arizona; Einkommen; Erfahrung; Florida; Kalifornien; Lehrer; Massachusetts; Personalpolitik; Texas; Vertrag; USA; Michigan; Öffentliche Schule; Qualifikation; Fragebogen; Privatschule; Arbeitszeit; Leistung; Leistungsbeurteilung; Schulträger; Öffentliche Schule; Schulträger; Klassengröße; Privatschule; Charter School; Lehrer; Leistungsbeurteilung; Einkommen; Personalpolitik; Vertrag; Qualifikation; Arbeitszeit; Leistung; Arizona; Colorado (Staat); Florida; Kalifornien; Massachusetts; Michigan; Texas; USA
Abstract	This study reports results from a detailed survey of teacher personnel policies in charter schools in seven [US] states. The major findings of the study are: 1. Charter schools are much smaller than traditional public schools at the same grade level and employ a smaller teaching workforce; 2. The ration of students to full-time teachers is lower in charter schools than in traditional public schools. The difference is even more pronounced when other instructional staff (part-time teachers and aides) are counted; 3. Many more charter school teachers are in early years of their teaching careers; 4. Turnover rates are considerably higher in charter schools than in traditional public schools and resemble those in private schools; 5. In states where it is permitted, charter schools recruit significant numbers of uncertified teachers. Many charter schools administrators indentify the ability to recruit uncertified teachers as and important source of recruiting flexibility; 6. Very few charter school teachers have tenure. Most work under one-year contracts or are at-will employees; 7. Very few charter schools are covered by collective bargaining agreements; 8. The average length of the teacher work day and work year is greater in charter schools than in traditional public schools; 9. Dismissals of teachers for poor performance are commonplace in charter schools; 10. Thirty-one percent of charter schools provide bonuses for new teachers in hard-to-staff subjects such as math and science; 11. Nearly one-half (46 percent) of charter schools report using merit or performance-based pay. In those that do, the merit payment typically amounts to 5 to 10 percent of base pay; 12. Charter schools that are chartered by outside agencies such as state boards or institutions of higher education tend to pursue more innovative personnel policies than schools chartered by local school districts. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)