Literaturnachweis - Detailanzeige
| Autor/inn/en | Hanson, Katherine L.; Hentschke, Guilbert C. |
|---|---|
| Titel | Cooperative Charter Schools: New Enterprises in Instructional Delivery. |
| Quelle | (2002), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Charter Schools; Cooperatives; Elementary Secondary Education; Governance; Nontraditional Education; School Organization |
| Abstract | A wide variety of charter schools has emerged since the first charter was granted in 1991. Six distinct models include schools managed by grassroots organizations, schools focused on special student populations, schools centered around distance learning or home learning, business-managed schools, schools structured as teacher cooperatives, and schools converted from public schools. This paper focuses on the teacher-cooperative model of charter reform. This model allows teachers to take ownership of their professional services, thus fostering commitment and increasing personal investment in the governance structure. Teachers are afforded the flexibility and independence to customize learning opportunities to meet students' needs. Teachers are "member-owners" of the cooperative. They are responsible for their own school planning and development; payroll, benefit, and fiscal services; teacher preparation and staff development; and other services normally assigned to administrative staff. About 20 percent of the costs normally associated with administrative staffing are eliminated. Although members' workloads increase because of the extra duties assumed, teachers unanimously indicated that they prefer this self-governing professional style of teaching and administration to the traditional "central administration" style of management. A caveat is for cooperative members to monitor their workloads to avoid being overtaxed. (Contains 15 references.) (RT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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