The Role Of Leadership In Starting And Operating Blended Learning Charter Schools

Background on charter schools and blended learning

The topic to be explored in the proposed study is the role of educational leadership in commencing and achieving a blended learning charter school.

The methodology that will be used is qualitative, specifically surveys, questionnaires, interviews and review of existing literature.

The idea of charter schools began in 1974 by Ray Budde; Mr. Budde is a former teacher and principal. Mr. Budde’s idea for the charter school was to result in a new type of school that would give teachers increased responsibility for curriculum and instruction in exchange for a greater degree of accountability for student’s achievement. His purpose was to support the efforts of innovative teachers within the public school system. According to the National Alliance for Public Charter Schools (National Alliance for Public Charter Schools, www.publiccharters.org, 2014), developing charter schools that are technology driven may result in better student outcomes and school operational efficiency. (Fuller, 2009)There is a growing need for leaders in this type of Charter School who understand the need for technology-driven education. There is a need for a leader who understands and knows how to start and operate these non-traditional schools. (Office of Educational Technology, 2014)

Some of the pros of a blended learning approaches include collaborative learning experiences between scholars and educators, increased accessibility, the scholar’s attitude towards learning, better communication in the sense of online training platforms, news announcements, emails, and successful scholar evaluations via the use of online testing and assessments with reporting features (Niche blog). Cons for a blended learning approach may include technological dependence, potential unreliability of tech sources, scholars have to be knowledgeable of technology, and tech support must be available, students can fall behind, scholars binge watching lecture recordings rather than progressing at a steady rate (Digitalchalk, 2014).  In terms of today’s generation of learners specifically, Millennia’s and Generation Z (anyone born between the mid-1990’s and mid-2000’s) may learn better by visualizing instead of hearing a teacher talk all day long (Kozinsky, 2017).  There are studies that have shown blended learning environments are beneficial to visual learners (Teachthought, 2018).

Philosophy associate blended learning with three learning theories: The Cognitive Learning Theory (Mcleonard, 2018), Constructivist Learning Theory (UCD Dublin), and the Socially Situated Learning Theory (Lave, 2007). For this study, the Constructivist Learning Theory will be used. Constructivist Learning Theory (The University of Sydney, 2018) is teaching based on the perception of the learner as his or her own maker of meaning and knowledge.

Pros and cons of blended learning

There is a gap in the literature regarding the role of leadership in starting and operating blended learning charter schools. According to the National Alliance for Public Charter Schools, developing charter schools that are technology driven may result in better student outcomes and school operational efficiency. There is a growing need for leaders in this type of Charter School who understand the need for technology-driven education. There is specifically a need for a leader who understands and knows how to start and operate these non-traditional schools (Office of Educational Technology, 2014).  Though there has been researching done on the pros and cons of blended learning approaches and… (what else have there been studies on related to blended learning charter schools?), we do not know enough about how leaders begin and operate these types of schools. (Chen, 2018)

Charter schools because of their freedom and flexibility provided the leeway for incorporation of technology in the learning process. Blended learning approach has enabled the establishment if a collaborative form of learning experience within the student and teacher, the improved attitude of students towards learning. (Glazer, 2018) However, this blended learning has also brought up the overdependence on technology, misuse of the technology for other purposes than study purposes, unreliability in the tech resources, unavailability of technician support and overall laziness on the student as well as the teacher towards the more interactive classroom set up (Alijani, Kwun, & Yu, 2014).  So as to balance the pros and cons within the blended learning set up, good leadership is necessary to present guidelines and regulations governing both the scholar and the educator towards the effectiveness of the learning process and success of the institution.

research notes that many school leaders and operators are not well prepared to pick up the mantle of blended learning charter schools as they have not embraced the principle training programs so as to cope with the changing environment.

The purpose of this quantitative study is to explore the role of leadership in the running of a blended learning charter school. It will be focused on pointing out the point of view regarding the current state in blended charter schools, the challenges, attitude and pointing out the necessary requirements for the perfect leader and ways to identify the perfect leader.

The goal of this study is to enlighten ourselves as well as the society on the role played by leaders in the founding and upbringing of charter schools. What we know about the problem is that public schools have been failing our scholars by not preparing them for the future properly (Harrigan & Davies, 2012). According to Harrigan and Davies, for example, ACT college admissions test results are disturbing. Incoming freshmen are unprepared for college, with only 25 percent of students being proficient in all four subjects.

Gap in literature regarding the role of leadership in starting and operating blended learning charter schools

One attempt to address this problem has been the opening of charter schools that are challenging our scholars by using technology while also incorporating the traditional way of teaching (Foster, 2011). Jacobs conducted a study conducted at Summit Prep Charter School in California (Jacobs, 2018), which is a charter school that focuses on blended learning. His research exposed that good management is the cause of the success of an institution.  They have done so well with their schools they have opened eight middle schools and High Schools in California, and three of those schools are in Washington State all because of a proper leadership framework (Jacobs, 2018). The thing we have learned is that principals do not have to be tech-savvy in order to run a blended learning charter school (Agostini, 2013).

The theoretical framework for the study will be constructivist learning (The University of Sydney School of Education). Constructivist Learning Theory is presented as an internal ability of the student to perceive meaning and construct knowledge in the process of learning than rather passively receiving information (the learner is the maker of knowledge).

The dissertation was designed so as to answer the questions below:

• What are the challenges that the management faces that are mainly limited to charter schools and are not available in other public school setups?
• What are the particular skills and knowledge current founders and leadersbelieve are needed in order to start and run blended learning Charter School?
• What factors did the Charter School founders rely on or develop?
• Are there any changes that need to be made regarding the current presentation of the blended learning charter schools to improve its operation?
• What role does the management play in ensuring that the tech available for student use is used for the appropriate purposes for the betterment of the school performance?

This research is based on the philosophy of the constructivist learning theory. The constructivist learning theory presents a point of view where the learner is the maker of meaning in relation to the phenomenon represented.

Using a Social constructivism paradigm, here the reality is established by the physical interaction with the people relevant in the field of study. Applying the social constructivist paradigm alongside Positivism brings out the reality by observable and measurable facts. Incorporating the experiences of the research subjects to present a subjective and concept dependent data to guide through the findings, appropriate conclusion, and viable action plans. (The University of Sydney, 2018)

Developing a school leadership mainly focuses on the skills and competencies possessed by the leaders towards academic improvement and achievement of the students. Numerous studies indicate a form of the inadequacy of school administration and leadership preparation programs. These studies call it into question ass to whether school leaders are sufficiently being prepared to transform the school environment in a way that will raise the student’s academic standards and achievements.

Instructional leadership has become a key area of focus in terms of developing leaders who are capable of improving the institution performance in all fields of academic excellence. The research suggests that school leaders such as principals can develop strong instructional programs and strong teachers to help achieve greater levels of success. (Wells, 2015)

Importance of leadership in blended learning charter schools

Currently, there is a high need for well-trained leaders. A study that was conducted by the Rand Corporation (Burkhauser, Gates, Hamilton, & Ikemoto, 2012) indicates that 23% 0f principals withdrew from their positions in within their first two years as school leaders. In the Massachusetts state, 63% of principals were expected to leave their jobs in five years. (Gajda & Militello, 2008)

Founders of charter schools face a number of challenges in designing and opening a blended learning charter school. This is accompanied by a special consideration given to the leadership skills required during and after this process. One of the challenges met is the balancing of time between the major competing areas such as balancing the school’s academic program together with the overall management tasks. Newly founded charter school present an overall weakness and serve as a minority with enrolled students being vulnerable. (Jason & Ed. Harvard, 2017)

The process of charter school approval also indicates high levels of corruption and political interference. Research conducted by Zhang and Yang indicated that local politics rather than student needs are the prime dictator towards the approval of charter schools. (Zhang & Yang, 2008)

This section focuses on the overall methodology applied throughout the research. The research takes a rather more qualitative approach than quantitative providing analysis techniques and data collection techniques applied. This study uses a qualitative approach to explore the skills needed to start and operate blended learning charter schools. Employing a multisite approach, the research focuses on three blended learning charter schools located in Chicago. The case study approach was chosen because it is well suited to investigating a contemporary phenomenon.

qualitative research provides a perfect framework for inductive research, where data that are gathered are used to develop theories and explain certain prevailing conditions rather than simply making deductions with reference to the phenomenon. This study employs qualitative research methods to analyze the day to day goings of blended learning charter school leaders. It employs a case study approach, focusing on the leaders of three blended learning charter schools. Case studies provide a good basis for an examination of the phenomenon and their future bounding.

Qualitative research methods are employed because of the large scope of data to be analyzed and the research topic. Behavioral analysis is limited to the qualitative nature of data and the constructivist theory of analysis employed relies on qualitative data analysis. The methodologies applied in the research include:

For effective research, background reference concerning the problem of research is necessary as it provides a basis for the work to be undertaken in the research.

Challenges faced by leaders in designing and opening blended learning charter schools

This research employs; one to one interviews, surveys, program analysis, and site tours as methods of data collection. The interviews were conducted on random individuals in the management of the blended charter schools, staff, and students in the charter schools. Data gathered was accurately recorded for reference during analysis and development of action plans regarding the findings.  

One to one interviews- One-to-one interviews were conducted on the school founders, the current principals, and key leadership staff members of the blended learning charter schools with respect to the research questions. Results were recorded and transcribed for the purpose of analysis.

Program analysis- The schools presented their program setup such as timetables, schedules, and course programs as well as performance sheets.

Observation- I had the opportunity to observe the running structures and conditions availed within the schools through institutional tours.

Surveys- This involved gathering of information from the random audience through the use of a set of rigid questionnaires limited to yes-no answers.

Data were collected in a month span and analysis was conducted to come up with the findings below

References

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Alijani, G. S., Kwun, O., & Yu, Y. (2014). The effectiveness of Blended Learning in KIPP New Orlean’s Schools.

Burkhauser, S., Gates, S., Hamilton, L., & Ikemoto, G. (2012). First-year principals in urban school districts: How actions and working conditions related to outcomes. Santa Monica: CA: Rand Corporation.

Chen, G. (2018). Public School Review; Why Public Schools Across the Country Are Closing Their Campuses.

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