Alfred Chris Torres

Argues that isolated one-teacher, one-classroom staffing models are problematic for new teachers. Proposes a different arrangement—team-based staffing models—that can help leaders meaningfully integrate supports for new teachers.

Examines Michigan’s Partnership policy for school turnaround, which positions the district and superintendents as key policy implementation actors. Finds that many leaders used the opportunity to create new changes, roles, and partnerships, but the majority also symbolically adopted policy demands by aligning their turnaround plans with pre-existing efforts. Argues that some degree of strategic buffering from policy demands may be warranted.

Provides the first review of literature on the impact of no-excuses disciplinary practices on various measures of student and organizational success. Finds little evidence to support the connection between no-excuses disciplinary methods and students' academic performance —and some evidence that these methods may undermine nonacademic outcomes.

Uses interviews with former No Excuses charter school (NECS) teachers to better explain the mechanisms influencing teacher turnover by analyzing teachers’ perceptions of what principals do to influence relational trust and describing how this influenced teachers’ decisions to leave.

Argues that teacher turnover is a poorly understood barrier to scaling up Charter Management Organizations (CMOs). Uses teacher survey data from a large CMO and finds that working conditions such as teacher workload and the effectiveness of disciplinary systems are important predictors of teacher turnover.

Presents the argument that perceptions of teacher autonomy in charter schools may be changing with the recent proliferation of Charter Management Organizations over the last decade. Illustrates how teachers with expectations for autonomy or ideas inconsistent with their school’s model clash with leadership imperatives to implement ‘what works.’