Turning Vision Into Reality: Leadership Skills for Charter School Leaders

• In Event: The Charter School Principal: Inside Perspectives

Abstract

Objective

Starting a new school involves many challenges—managing the budget, acquiring suitable facilities, designing the instructional program, hiring teachers, etc.—all while maintaining stakeholder support and establishing a track record of strong academic achievement. This initial success is absolutely crucial as school performance in the first few years is a strong predictor of later performance (Peltason & Raymond, 2013). Charter school leaders encounter substantial autonomy, but that autonomy brings responsibility for an overwhelming list of activities (Griffin & Wohlstetter, 2001). The challenges are greater for stand-alone charter schools that lack support from established networks.

Framework

This paper uses a framework that highlights domains of practice that charter school leaders need to attend to as they bring the vision of the charter application into reality. These domains include: focusing on a mission, establishing effective governance, building school culture, developing the academic program, acquiring and allocating resources, managing business operations, acquiring facilities, managing talent, managing external relations, conducting performance monitoring, and recruiting students (Blakemore, 1998; Finn, Manno, & Vanourek, 2002; Lake, Winger, & Petty, 2002; Sullins & Miron, 2005).

Methods and Data Sources

First, we interviewed personnel in organizations across 11 states that provide technical support to charter schools, including local charter school incubators, state charter school associations, and similar organizations. The states were selected by balancing having a high percentage of charter schools, state laws, and region. A total of 20 organizations were contacted and 16 organizations participated in an hour-long interview.
Second, we interviewed founders of 19 charter schools that had a strong start-up period and were clustered in three states. The schools were chosen on the basis of two criteria: expert recommendations and independent verification of student achievement growth that was higher than both state and district averages for the first three years of operation. In conducting the interviews, we sought to interview the founder or an individual familiar with the founding period.

Findings

Although the schools themselves had very different missions, founders were unanimous that decisions they made while operationalizing their vision needed to be tightly linked to that mission. Founders reported spending considerable time when preparing the charter application on being clear about the mission, and building buy-in for that mission when engaging new stakeholders.
Another major finding is the importance of attending to the business side of the school, including an effective governing board and business operations. Board members do more than fundraise for the school; an effective board provides critical expertise for the founding period, such as securing facilities, navigating legal issues, and finance and accounting. Similarly, managing the budget, food service, payroll, janitorial services, etc, need careful supervision and a dedicated person.

Significance

Starting a charter school requires forethought and hard work before doors open on day one, and the hard work continues throughout the year as the culture is established and the academic program is carried out. This paper provides critical guidance to school leaders in turning that vision into reality.

Authors

• Marisa A. Cannata, Vanderbilt University

• Grant Thomas, OneGoal

• Zaia Thombre, Principal's Leadership Academy of Nashville