Finding the North Star: Balancing Teacher Autonomy and Curriculum Fidelity in Charter School Literacy Programs

• In Event: How Workplace Conditions Matter for Teacher Retention

Abstract

Teacher autonomy contributes to innovation and culturally responsive practice, yet scripted curricula often curtail teachers’ control over their work. Drawing on semi-structured interviews with teachers across grade levels, this study examines the manifestations of creativity, innovation, and autonomy within a charter school with a scripted literacy curriculum. Emergent themes, including "Empowered Teaching within Structured Flexibility" and "Administrative Support for Teacher Autonomy," reveal how charter schools can foster an environment that respects teacher expertise and promotes professional fulfillment. The findings underscore the importance of administration in shaping teacher morale and educational environment and highlight the role of professional learning communities in fostering teacher autonomy and improving instructional quality, advocating for a supportive and collaborative professional environment as essential to education renewal.

Authors

• Stephanie Sulkowski Fumiatti, Southern Connecticut State University

• Laura Bower-Phipps, Southern Connecticut State University