As charter school legislation is enacted or expanded in various states, teacher education
units must decide the appropriate level of involvement. Some state legislation both
permits and encourages institutions of higher education to sponsor charter schools. Since
the description of an institution of higher education is not limited to a teacher education
unit, the unit must decide whether to become actively involved in the charter school
movement or whether to allow another program within the institution of higher education
to take the leadership role. A philosophical discussion may arise among faculty as to the
proper level of involvement not only within the charter school movement but within other
non-public educational systems. Therefore, the issue to be discussed is whether SCDEs
and the Education Profession feel that the Charter School Movement is advocating high
quality learning and thus deserves appropriate support.
Charter schools by both definition (in state legislation) and by philosophical orientation
seek to develop and implement high quality student learning experiences. In fact, some
proponents of the Charter School Movement accuse the public schools of a failure to
provide such experiences for all students. Some charter schools have been in existence
for a number of years and have developed appropriate evaluative instruments. SCDEs
could assist in both the development of more sophisticated evaluative instruments or
assist in the analysis of data already collected. This cooperation could lead to the
dissemination of these practices beyond the charter school movement.
E.)
Implication for Action:
Charter schools are a reality in over forty states and
the District of Columbia. Some SCDEs have embraced the Movement and are actively
involved in assistance or sponsoring charter schools. The majority of SCDEs are still
debating the implications of the Movement for their specific constituency.
Section II:
Outcomes and Methods
A.)
Learner/participant outcomes:
During this session participants will learn:
1.
the definition of a charter school;
2.
the philosophical underpinnings of the charter school movement;
and,
3.
the issues which SCDEs must consider in discussing involvement in the
charter school movement.
B.)
Methods:
The following methods will be used:
1
a brief presentation regarding the development of the Charter School
Movement;
and,
2
a discussion using a question and answer format.
Note:
Multiple handouts will be provided.
Convention