Autonomy and Flexibility in Charters

Autor/in	Paisner, Eric J.
Titel	Autonomy and Flexibility in Charters
Quelle	In: School Administrator, 68 (2011) 7, S.20-25 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Charter Schools; School Culture; Professional Development; Governance; School Districts; Institutional Autonomy; School Community Relationship; California + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulkultur; Schulleben; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School district; Schulbezirk; Institutionelle Autonomie; Kalifornien
Abstract	In this article, the author reports on how several locally authorized charter schools generate academic gains through their freedom to significantly alter staff development and school culture. Although many districts authorize public charter schools, the school districts maintain no role in the day-to-day operations. This separation has given charter schools flexibility to set their own school day, school year, curriculum, hiring practices, professional development programs and much more. In the National Alliance for Public Charter Schools' recent publication, "Free to Lead: Autonomy in Highly Successful Charter Schools", significant autonomy from district structures is identified as vital to the success of charter schools. Autonomy also has allowed public charter schools to serve a wide variety of student needs in ways that dramatically differ from the past. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10