The impact of Linked Learning Pathways in charter schools: Teachers' and administrators' perceptions of an effective pathway charter school

In a reform effort over the past decade, hundreds of schools across California have adopted the Linked Learning approach by building small learning communities in high schools to implement multiple pathway programs in unified school districts. But little is known how effectively Linked Learning is performing in charter schools, the fastest growing sector in education today. This qualitative case study investigated the intersection of a pathway program model in a southern California charter school. Teacher and administrator interviews, classroom observations, and document analysis were used to provide insight into some of the practical tools and learning approaches used to sustain an effective pathway charter school. The results from this study identified characteristics in administrative leadership necessary to cultivate and implement a successful, quality pathway program that reflects compatibility with Linked Learning certified programs. Results demonstrate, that pathway charter school settings are in alignment with Linked Learning Pathways by encouraging teachers to think outside of the box. But, there are some considerable differences that may vary in established curriculum approaches versus the project-based learning model. In an effort to sustain high expectations as a shared value, administration needs to have the autonomy to adapt to the needs of their environment, intuitively assess, identify, and respond immediately to support struggling students. Significant findings showed quality relationships hinged on empowerment and trust. Thus, administration sets the example by providing clear expectations with an emphasis on new teacher induction, mentorship, a proactive team mentality, teacher collaboration, cultivating an open source mentality, an assumption of good intentions, and a growth mindset. The results of this study also support findings that faculty selection and development are significant factors in charter effectiveness and teacher retention. Teachers are still learning a new teaching approach to meet the needs in a project-based learning environment, which presents challenges due to limited training. At the same time, teachers’ praise of administration’s support to be the expert in their content area left teachers feeling strongly supported, which helps to provide opportunities to create buy-in and ownership. This professional gap can impart new opportunities to apply learning through flexible experimentation that may bridge some of the challenges that traditional school districts and their learning environments face today.