An investigation of the use of professional teaching practices in two urban charter high schools

The purpose of this study was to examine charter high school teachers' perceptions of practice in using six professional teaching practices. The specific professional practices under investigation were a strong subject matter knowledge base, discretion, student-centered decision-making, reflection, collegiality, and dedication. These practices are embedded in the State Skills & Competencies (SSC) and the National Board of Professional Teaching Standards (NBPTS) and are the core elements of professional practice.; The focus of this study was grounded in previous research on teacher efficacy and professional practice. The research investigation used the SSC and the NBPTS as the guiding documents and serve as the standards by which teachers are judged to be effective. These standards were used to examine urban charter high school teachers' perceptions of how they used these practices in their classroom instruction.; The study used a qualitative multisite, descriptive case study approach. The researcher conducted structured interviews and focus groups. Both the data-gathering instruments were researcher designed and were tied directly to the conceptual framework.; Based on an analysis of the research findings, charter high schools do offer some degree of promise in terms of providing opportunities for teachers to examine their professional practice. The charter school experience offered a challenging work environment that provided teachers with the freedom to examine how they perceived their use of professional practices which have become the standards for the teaching profession. Teachers in the participating schools perceived that they used the six professional teaching practices, to varying degrees, but did not perceive that they employed them to the extent that they are purported to be used in the literature by charter high school supporters.; This research presents recommendations for professional practice that suggest how charter high school teachers, under the leadership of the principal, may choose to become more proficient as practitioners when they employ the six professional practices. If charter high school teachers are to meet the standards of professional practice then they will need to have the freedom and support from administration to utilize these practices that will encourage teachers to design innovative programs that will enhance student learning.