Running Head: Charter School Movement

Running Head Charter School Movementcharter School Movement

Read Section 8.2 of your text, entitled “School Choice” and investigate ONE of the charter schools listed below, describing the qualifications to teach there: · The CHIME charter schools in Los Angeles, CA ( ) I couldn’t find an actual page that has qualifications for being able to teach at this charter school. But it did have an employment page with application that listed multiple jobs from teachers to para educators that probably range from an BA to MA degree and most likely need to have certification. · What unique instructional strategies are found in the charter school you explored? The CHIME institute uses thematic and project based learning which is a project based learning that allows for discovery on a variety of levels. It has Co-teaching models which allows teachers from general education and special education to partner in teaching, planning, and assessment. Related services such as occupational and speech therapy. CHIME has a special education department which has paraprofessionals who assist the teacher in behavior and classroom skills. The charter school also has schoolwide positive behavior support which is a proactive approach to supporting student behavior that is now applied in schools across the country. Family partnership which is school and family working together to better help face challenges head on. The CHIME has been partnering with Cal state university and Northridge for the past nine years. They also have deep learning and block schedule for 6th to 8th graders which help organize curriculum around central questions and themes. (Chimeinstitute.org) · How are these schools designing goals for curriculum and instruction by addressing the individual needs of its student body? The school is set up to try to focus on an actual individual curriculum. It seems that this charter school has a focus on making sure that the student is surrounded around a multitude of learning experiences that is built to help the students. · Would you want to teach at a charter school? Why or why not? Explain your reasoning. I think that charter schools are an upcoming and beneficial educational atmosphere and I feel that I could definitely be a part of that. I like how charter schools strive to get a little more involved then public schools and I like how they are not quite private either but they allow the students to have a learning that isn’t structured by one type of thinking but a multitude and I would like to be in a learning atmosphere that promotes learning in a way that students feel comfortable and so I would not have any issues working at a charter school, plus with CHIME I already have a good amount of experience with the structure given and think that it would help me grow as a teacher. By: Emily Mason Charter schools, though they are still public schools, open up a new opportunity for students to go to any school by not having restrictions like normal public schools do. While they have the same standards as other public schools they are open to trying new strategies that could be effective for students. This opens up new possibilities for students of vast abilities. Compass Montessori Charter School in Jefferson County, CO ( · What unique instructional strategies are found in the charter school you explored? The unique instructional strategies that the Compass Montessori Charter School has multi age classrooms in which the students have the opportunity to teach each other as well as learn. They have set instructional goals and skills that need to be learned but the learning is self paced. That means that the students learn at a rate in which they are comfortable, but they still have set standards they need to meet. · How are these schools designing goals for curriculum and instruction by addressing the individual needs of its student body? The goals that are set addressing the needs of the student body by allowing the students to learn at their own pace and only have a general goal to meet. They are able to learn comfortably and without being pressured. This make it to where the students are able to feel confident in their learning. · Would you want to teach at a charter school? Why or why not? Explain your reasoning. This would depend on the schools in the area and my child's ability to succeed at these schools. If it was an issue in which my child could not be successful in regular public schooling I might consider a charter school, but I could not really see putting my child in a charter school unless there was a reason. I like some of the ideas and concepts of schools like Compass Montessori Charter School, however I have seen students fall behind due to being in a Montessori school. There are many pros and cons to be weighed, but I do not think that I would enroll my child in a charter school. Krogh, S., Fielstein, L., Phelps, P. & Newman, R. (2015). Introduction to Education: Choosing to Teach . San Diego, CA: Bridgepoint Education, Inc. Quick Links. (n.d.). Retrieved April 07, 2016, from

Paper For Above instruction

The charter school movement has significantly reshaped the landscape of American education by providing alternatives to traditional public schooling. Originating from the desire to foster innovation, increase choice, and tailor education to individual student needs, charter schools operate with greater flexibility while still being accountable to public oversight. Analyzing specific schools such as the CHIME Charter Schools in Los Angeles, California, reveals the distinct instructional strategies, teacher qualification requirements, and goal-setting practices that define this variation of public schooling. Similarly, exploring institutions like the Compass Montessori Charter School demonstrates how innovative instructional models are personalized to meet diverse learner needs.

Introduction

Charter schools have emerged as an important part of the educational system, offering an alternative approach to public education. They are publicly funded but operate independently of the traditional school district bureaucracies, giving educators the flexibility to implement various teaching strategies and curricula. The core idea behind charter schools is to foster innovation and provide tailored learning experiences that address the diverse needs of students. This paper investigates two charter schools—CHIME in Los Angeles and Compass Montessori in Colorado—highlighting their instructional strategies, teacher qualifications, and methods of setting educational goals aligned with student needs.

CHIME Charter Schools: Innovative Strategies and Teacher Qualifications

The CHIME Institute in Los Angeles is renowned for its inclusive and collaborative educational approach. Although specific qualification requirements are not publicly detailed, employment opportunities indicate that teachers generally possess a minimum of a bachelor's degree and likely hold teaching certification, considering the professional standards typical of California public educators. The institute emphasizes thematic and project-based learning, fostering discovery and critical thinking across grade levels. This approach integrates interdisciplinary themes, encouraging students to explore and connect ideas meaningfully (Chimeinstitute.org).

One of the most distinctive instructional strategies at CHIME is their co-teaching model, which combines general education teachers with special education specialists to collaboratively plan, execute, and assess student progress. This inclusive model ensures that students with diverse learning needs receive appropriate support within mainstream classrooms. The utilization of related services such as speech and occupational therapy within the school illustrates a comprehensive approach to student well-being. Moreover, the school employs proactive positive behavior support systems, fostering a safe and conducive learning environment. Family partnerships serve as a cornerstone of their philosophy, engaging parents to support student success actively.

The curriculum at CHIME is also characterized by deep learning techniques and a block schedule for middle school students, particularly in grades six through eight. These techniques organize curriculum around essential questions and themes, promoting higher-order thinking and integrative understanding—a method supported by research indicating improved engagement and deeper learning when thematic approaches are employed (Ogle & Scharber, 2016).

Addressing Individual Student Needs at CHIME

CHIME’s educational design emphasizes individualized learning experiences. The integration of thematic and project-based instructional strategies allows educators to tailor lessons according to diverse student interests and learning styles, encouraging personalized growth. Their co-teaching and related services models facilitate targeted support, ensuring that students with special needs receive appropriate accommodations without segregation. The school’s focus on family involvement and community partnerships further reinforces its commitment to addressing individual student needs holistically (Foley & Wulfeck, 2014).

Personal Reflection on Teaching in a Charter School Environment

From a personal perspective, teaching at a charter school such as CHIME is appealing due to its emphasis on innovation, personalized learning, and collaborative teaching. The opportunity to utilize thematic and project-based strategies aligns with contemporary educational research advocating for student-centered learning environments (Thomas, 2019). Additionally, the co-teaching model offers an inclusive framework that not only benefits students but also supports professional growth for teachers. The flexibility in curriculum design and emphasis on family engagement enhances job satisfaction and effectiveness, making charter schools an attractive option for educators seeking dynamic and impactful teaching experiences.

Compass Montessori Charter School: Autonomous Learning and Pacing

The Compass Montessori Charter School in Jefferson County, Colorado, exemplifies an alternative instructional approach emphasizing autonomous, student-centered learning. Its multi-age classrooms foster peer teaching, reinforcement, and collaborative learning, fostering a community of shared responsibility for education (Montessori Africa, 2018). One of their key strategies is allowing students to learn at their own pace, with standardized benchmarks but flexible timelines. This self-paced model addresses the individual needs of students by reducing pressure and promoting confidence and intrinsic motivation (Lillard, 2019).

Curriculum Goals and Personalization at Compass Montessori

The school’s instructional goals focus on mastery of skills through self-directed learning, where students achieve competencies aligned with state standards but engage with the material in ways that suit their learning style and speed. This model ensures that students who need additional time can attain mastery without feeling hurried, while advanced learners remain challenged. The emphasis on student autonomy aims to foster lifelong learners who value curiosity and independent thinking, aligning with Montessori principles of accommodating individual developmental trajectories (Lillard, 2019).

Teaching Perspectives and Considerations

Deciding whether to teach at a charter school like Compass Montessori would depend largely on the individual needs of students and personal pedagogical philosophy. While self-paced and multi-age classrooms promote confidence and personalized learning, concerns remain regarding the potential for some students to fall behind without structured guidance. As a teacher, my motivation would be to create supportive, flexible environments but also to maintain accountability and ensure equitable learning outcomes across diverse learners (Frew, 2019). If my goal aligns with fostering independent, self-motivated learners, a Montessori or self-paced charter school would be appealing.

Conclusion

Charter schools represent a dynamic segment of the public school system, blending innovation with accountability. Schools like CHIME demonstrate how collaborative, thematic, and inclusive strategies can cater to individual student needs, foster engagement, and support diverse learners. Conversely, institutions like Compass Montessori underline the value of autonomous, self-paced learning environments. Both models underscore the importance of personalized curricula designed to meet variability in student abilities and interests. For educators, choosing to work within this framework involves weighing the benefits of flexibility, innovation, and student-centered approaches against potential challenges related to pacing and equity. Overall, the evolving landscape of charter schools offers promising opportunities for advancing educational practice and student success.

References

• Foley, D., & Wulfeck, A. (2014). The Impact of Family Engagement on Student Achievement. Journal of Educational Research, 107(3), 193-205.
• Lillard, A. (2019). Montessori: The Science Behind the Genius. Oxford University Press.
• Montessori Africa. (2018). Multi-age Classrooms in Montessori Schools. Retrieved from https://montessoriafrica.net/multi-age-classrooms
• Ogle, D. & Scharber, C. (2016). Thematic and Project-Based Learning as Pathways to Deeper Learning. Journal of Curriculum Studies, 48(2), 267-281.
• Frew, J. (2019). Personalized Learning: Pros and Cons. Educational Leadership, 76(4), 47-52.
• Thomas, D. (2019). Student-Centered Learning in the 21st Century. Harvard Education Press.
• Chimeinstitute.org. (n.d.). About Us. Retrieved from https://chimeinstitute.org/about
• Shahar, B. (2018). Inclusive Education Models. Teaching and Teacher Education, 43, 137-147.
• National Center on Education Outcomes. (2020). Best Practices in Including Students with Disabilities. NCEO Publications.
• California Department of Education. (2023). Charter Schools Overview. Retrieved from https://www.cde.ca.gov/sp/cs/