Educators – as their position implies – learn about pedagogical theory and its practical application in their lines of work, far more than simply learning about such at postsecondary institutions and prior-to-work training. With more time spent teaching, having to adhere to unique responsibilities other educators aren’t, and effort poured into successfully founding schools, lessons these educators learn both outnumber and are of more substance than experiences other teachers and school administrators process.
Rocketship Education is a nexus of 18 public charter schools across the United States of America. Founded slightly more than a decade ago, its founder Preston Smith’s goal was to affix each and every location it created in low-income areas. Further, a unique trait of Rocketship Education is its focus on individualized education, teaching students with a top-heavy mix of traditional lecture and studying utilizing technological devices that facilitate truly-personalized learning experiences.
As such, Preston Smith was fortunate enough to find himself privy to loads of pertinent-to-education information most other administrators weren’t. Following below are a few tidbits he assimilated along Rocketship’s way to the proverbial top of public charter schools in America.
Being a charter school, or one that accepts endowments and donations from private sources and government agencies without having to adhere to local or regional school boards’ regulations, Rocketship Education often interacts with individuals or families that have provided money to one or more of its facilities. Even if they aren’t formally trained in education, administrators and teachers should incorporate their opinions into decisions made in the future. Approaching educational administration with a holistic approach in regards to interpreting available information is unarguably more beneficial than operating with a narrow-minded view.
Every single year, parents interview potential instructors. Rather than having administrators simply tell applicants that lots will be expected of them in their respective lines of duties, parents aren’t afraid to coherently convey that message in hopes of bagging their children top-notch instructors.
Smith thinks that parents, employees, investors, and community members should be proud of children being enrolled in public schools. Without some schools being free to some, millions of young, easily-influenced people wouldn’t jumpstart their lives with potentially life-changing experiences. As such, pride in status as “public” schools is integral to those facilities experiencing success.