Disciplines
Education
Abstract
This report uses teacher survey data to examine the extent Grand Valley State University charter public schools demonstrate characteristics of Teacher-Powered Schools.
Key findings include:
- Between 3 to 22 percent of teachers report having dismissal, administrative, hiring, or educational program autonomy.
- The percentage of teachers reporting hiring autonomy increased by 2 percentage points in the past year, while the share of teachers reporting learning program autonomy declined by eight percentage points.
- Significant shifts in teachers’ responses over the past year reveal changing patterns in their opportunities to hire teachers and classified staff, shape the learning program, and determine school-level policies.
Recommendations include:
- Support schools to identify areas feasible for teachers to have greater independence to make decisions.
- Inquire about school-level policies or practices that shifted in the past year and significantly altered teachers’ perception of autonomy.
ScholarWorks Citation
McQueen, Kiel; Entingh, Jason; and Grand Valley State University, "Understanding Teacher-Autonomy in Grand Valley State University Charter Public Schools, Year 2 Report" (2024). CSO Research Reports. 13.
https://scholarworks.gvsu.edu/cso_research_reports/13
