Search results

When we set out to work on this book a year ago, our mindset was very different than where we are today because of the interactions we have had with truly innovative and authentic leaders. We have grown and changed in ways we never thought possible. As we have moved forward to run a charter school in a consultancy capacity, we still do not have the answers. What has happened is now we have more questions. How can charter leaders continue to grow, thrive, and be supported in the good work they do? Who out there can help? Certainly, folks like Dr. Issa-Lahera at the Charter and Autonomous School Leadership Academy at California State University, Dominguez Hills. What we do know emphatically is that there are authentic leaders out there doing extraordinary work. Our hope is that this book informs, shapes and inspires those who choose to work in charter, autonomous, and independent schools – urban or not. After all, it is about improving the learning outcomes for our young people and providing an opportunity for growth and development in traditionally marginalized communities.

A charter school is a public school but without some of the constraints that bind public school leaders. On the other hand, charter schools are businesses, needing to find space, market their “product,” and attract teachers who share their mission. This business aspect of education combined with a specifically articulated mission and somewhat greater freedom and flexibility in educating children can, and often does, raise the ethical stakes for administrators and teachers as they endeavor to provide leadership in charter schools. These issues are best addressed through examining standards and dispositions set forth by professional bodies as well as a consideration of the ethical frames of justice, care, critique, and the profession.

Educational leaders promote the success of all students by responding to diverse academic, social, and emotional needs within the school community. The effective collection, analysis, and use of data to guide decisions are critical factors to maximize student progress and sustain an effective school culture. Amidst the volumes of data derived from a learning community, administrators need to be savvy in selecting data that will help inform sound decisions. Data should be aligned to standard-based instructional practices and be unbiased, relevant, meaningful, and manageable. The use of data is part of a larger inquiry process as school leaders seek to positively affect the learning progress of each student. Critical to this process is the capacity of each community member, whether teacher, parent, student, or administrator, to feel empowered and equipped to gather, analyze, understand, and apply data results to improve the instructional program for each child. Educational leaders must develop and sustain the capacity of the community to use data effectively to ensure the growth and success of the school. This process has even greater importance and significance for charter school leaders who have taken the initiative to step outside the traditional boundaries of education and who seek to implement innovative models for education.

Literature reveals that charter schools were established to improve learning, support low-achieving students, offer innovation and school choice, and create greater competition within the public school system to stimulate continued educational improvement. However, charter schools have political, organizational, and financial challenges that are unique to their settings. Unlike traditional schools that depend on district central offices, charter schools must identify their own sources to sustain organizational needs (Smith, Wohlstetter, & Hentschke, 2008a, 2008b). Conzemius and O’Neill (2001) argue building a community of collaboration among faculty is a key component of charter school success. Studies reveal that the development of school–family–community partnerships is a key component of education reform and school improvement (Bryan, 2005; Sanders, 2003) and building partnerships is necessary for charter schools to acquire much-needed resources. The intent of this chapter is to provide urban charter school and autonomous leaders with the knowledge, skills, and tools to build collaboration among school faculty, engage a variety of community stakeholders, and build and sustain strong community partnerships in ways that lead to school improvement.