How Charter Schools Are Undermining Public Education

Stan Karp

November 14, 2013  |  

Somewhere along the way, nearly every teacher dreams of starting a school. I know I did.

More than once during the 30 years I taught English and journalism to high school students in Paterson, New Jersey, I imagined that creating my own school would open the door to everything I wanted as a teacher:

• Colleagues with a shared vision of teaching and learning.
• Freedom from central office bureaucracy.
• A welcoming school culture that reflected the lives of our students and families.
• Professional autonomy that nourished innovation and individual and collective growth.
• School-based decision-making that pushed choices about resources, priorities, time, and staffing closer to the classrooms where it matters the most.

But reality can be hard on daydreams, and I got a glimpse of how complicated these issues are when my large comprehensive high school embraced the reform trend of the day and moved to create small theme academies inside the larger school. As the lead teacher of a new communications academy, I soon faced a host of thorny questions: Who would our new academy serve? What would the selection process be? How would the academy share space and resources with the rest of the school? How would our academy team be formed, and what impact would overlapping circles of authority have on teachers' contractual and evaluation processes? What would be the effect of the new academies on the larger school around us, which still opened its doors to everyone?

Charter Schools and school reform

Stan Karp March 12, 2013 New Jersey Education Association (NJEA) It's time to refocus public policy on providing excellent public schools for all.
	Somewhere along the way, nearly every teacher dreams of starting a school. I know I did. More than once during the 30 years I taught English and journalism to high school students in Paterson, I imagined that creating my own school would open the door to everything I wanted as a teacher: * Colleagues with a shared vision of teaching and learning * Freedom from central office bureaucracy * A welcoming school culture that reflected the lives of our students and families * Professional autonomy that nourished innovation and individual and collective growth * School-based decision-making that pushed choices about resources, priorities, time and staffing closer to the classrooms where it matters the most. But reality can be hard on daydreams, and I got a glimpse of how complicated these issues are when my large comprehensive high school embraced the reform-trend-of-the-day and moved to create small theme academies inside the larger school. As the lead teacher of a new Communications Academy, I soon faced a host of thorny questions: Who would our new academy serve? What would the selection process be? How would the academy share space and resources with the rest of the school? How would our academy team be formed, and what impact would overlapping circles of authority have on teachers' contractual and evaluation processes? What would be the effect of the new academies on the larger school around us, which still opened its doors to everyone?