Category Archives: Non-districted chartered schools

Charter School Professional Development Day

On Saturday, 7 October, Education Minnesota is hosting a Professional Development/Teacher Relicensure day for charter school employees, free of charge.

Each participant will have the opportunity to attend each of the sessions.

Student Mental Health – Raising awareness of key warning signs for early onset mental illness in children and adolescents and includes strategies for addressing learning challenges faced by students with particular mental health challenges.

Positive Behavior Intervention Strategies – Focus on effective group management strategies that lead to increased student engagement and learning.

Charter School Networking – Time to connect and share with other charter school educators about challenges, best practices and ideas on how to advocate for students and ensure a productive work environment.


Competency-Based Education: Lessons from New Hampshire

Thursday, 15 June May, 4:00 – 5:30 p.m.
Sponsors: Education Evolving and the Bush Foundation

  • Objectives for learning were defined in terms of “competencies” involving 21st-century skills like problem solving and creativity, over rote knowledge?
  • Assessments were continuously integrated into students’ learning experiences, giving educators useful data to inform learning.
  • Students progressed at their own individualized pace as they mastered content and skills, rather than being moved along—ready or not—based on their age.

States, districts, and schools working to individualize learning for all students are taking these ideas from imagination to reality nationwide through a strategy known as “competency-based education.”

Information and Registration 

Where Did Charter Schools Come From?

From: Education Next, by By and

Next month marks the twenty-fifth anniversary of the enactment of America’s first charter school law, which Minnesota Governor Arne Carlson signed on June 4, 1991. This statute birthed a sector that has become not just a source of new schools for kids who need them, but also a structural reform of public education’s governance and delivery systems. It’s as close as K–12 schooling has come to what Clayton Christensen calls “disruptive innovation.” Continue reading