In Focus On Charter Schools: Charters Helping Public Schools to Succeed moi said:
In Charter Schools As A Catalyst for Better Public Schools moi said:
Mary Ann Zehr has an article in Education Week about the sharing of “best practices” between charters and public schools. In the article, Regular Public Schools Start to Mimic Charters Zehr reports:
Collaborations popping up across the country between charter and traditional public schools show promise that charter schools could fulfill their original purpose of becoming research-and-development hothouses for public education, champions of charters say….
“There’s not a lot to share. Charter schools are a lot like [regular] public schools,” said Joan Devlin, the senior associate director of the educational issues department at the American Federation of Teachers.
But others, such as the Ohio Alliance for Public Charter Schools, believe charter schools do have some distinctive practices that should be shared with traditional public schools. The alliance hosted a conference in September that featured 26 “promising cooperative practices” between the two kinds of schools. Examples included a Minnesota Spanish-immersion charter school working with a local district to create a Spanish-language-maintenance program, and California charter school and districts teaming up on a teacher-induction program.
“We were trying to move past the whole charter-war debates and move to a more productive place,” said Stephanie Klupinski, the alliance’s vice president of government and public affairs.
Lincoln High School in Tacoma is highlighted in Zehr’s article:
Borrowing Best Practices
Lincoln High School, in the 29,000-student Tacoma district in Washington state, is also seeing test scores rise after borrowing some practices from charter schools, according to Patrick Erwin, a co-principal with Greg Eisnaugle of the high school.
About 350 of the 1,500 students in the high school attend the Lincoln Center, a school-within-a-school started more than two years ago that implements practices Mr. Erwin says were picked up from the well-known Harlem Children’s Zone, Green Dot, and Knowledge Is Power Program charter schools. The Lincoln Center operates from 7:30 a.m. to 5 p.m., and is in session for two Saturdays each month. It also uses standards that are more rigorous than the state’s 10th grade standards, for example, and requires teachers to apply for jobs, selecting only those who have shown success in the classroom, according to Mr. Erwin.
He said the school has an agreement with its 15 teachers, in addition to their union contract, to work extra hours, for which they receive extra compensation.
See, Well, duh, Lincoln High School’s School Within a School is Working
If the goal is that ALL children receive a good basic education, then ALL options must be available.
Melissa Lazarín has written the new report, “Charting New Territory” for the Center for American Progress. This is what the says:
The brief also summarizes early findings and perspectives on district-charter turnarounds offered by districts, charters, and others. Their recommendations and lessons learned are not meant to be comprehensive but they do offer valuable insight for districts, charter leaders, and policymakers interested in district-charter collaborations to turnaround schools.
For example, early collaborations between districts and charters suggest that both entities should define the parameters related to charter autonomy early in the partnership. Most charters find it necessary to have full authority over staffing, the school’s budget, the school calendar, and curricular programming to be an effective
school turnaround operator. In addition, other areas should be negotiated early on, such as common district concerns related to enrollment, discipline, and parent engagement.
District and state conditions can foster strong turnaround collaborations with charter operators. District leadership in bringing in nontraditional providers of teacher and school leader talent to staff up turnaround schools, and state assistance in developing performance contracts for district-charter partnerships can
help fast-track district and charter partnerships to turnaround some of the most troubled schools.
It is not the intention of this paper to advocate for a particular turnaround model for high schools. States, districts, school leaders, parents, and other community stakeholders are better suited to decide which of the turnaround models outlined in the federal school improvement program are most appropriate for their school.
Districts and charters that do partner to turn around high schools, however, may find the lessons learned from these early collaborations instructive….
Download this report (pdf)
Download the introduction and summary (pdf)
Read the full report in your web browser
Video: Charter School Turnaround
There is no one approach that works in every situation, there is only what works to address the needs of a particular population of children.
It Is Time to Consider Charter School Authorization in Washington?
Focus on Charter Schools: New Orleans After Katrina
The Only Perfect Choice Is School Choice
Focus on Charter Schools: Myths About Vouchers
Dr. Wilda may be contacted at [email protected]
This article also has a link on the drwilda Facebook page and on Twitter
To receive updates from the Seattle Public Education Examiner, just click “subscribe” at the top of the story and enter your email address, which will not be shared.
Dr. Wilda Says This About That ©