Teacher Agency in Charter Settings

Abstract

School leaders often feel compelled to safeguard, manage and promote the mission and vision of the school in order to keep staff on task and on track. An alternative approach is to do just the opposite. This chapter examines school leadership at an innovative charter school that believes that the mission and vision of the school belongs to the school community, is organic and needs to evolve over time. Teachers have created the framework and design for the curriculum, have planned and implemented professional development to support the design, and essentially have re-shaped the structure and format of instruction, leading to a stronger sense of ownership and increased engagement within the school community.

Citation

Cuevas, R., Scholl, A., Brenes, T., Bautista, E. and Leigh Maillet, C. (2013), "Teacher Agency in Charter Settings", Hughes, K.B. and Silva, S.A.M. (Ed.) Identifying Leaders for Urban Charter, Autonomous and Independent Schools: Above and Beyond the Standards (Advances in Educational Administration, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 45-59. https://doi.org/10.1108/S1479-3660(2013)0000018008