Building a Culture of Collaboration in Charter and Autonomous School Settings: Alignment Between Purpose, Problems, People, and Potential

Abstract

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.