Virtual Charter Schools and Home Schooling By Carol Klein

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As non-classroom-based charters expand to other states, policymakers will need to identify the teaching and learning, organization and governance models employed by non-classroom-based charters, and address how they fit within the existing definitions of what is permissible under both charter legislation and general state education statutes (p. 3).

Addressing these issues will not only provide clarity for charter contract fulfillment but will also strengthen accountability measures. Heurta et al. have found the following emerging issues to be salient:

Determining per-pupil funding for non-classroom-based charter schools.

Establishing accountability measures of student performance and program quality.

Defining enrollment boundaries and funding responsibilities.

Monitoring the influx of traditional home schoolers who are new to public education.

Another area that will need attention is teacher preparation. Although good communication and organization skills will always be endemic to teacher success, a good classroom teacher is not necessarily a good online teacher. Those who succeed in online learning need to possess a certain set of skills that will enable them to thrive in cyberspace (Davis & Roblyer, 2005). A paradigm shift will be necessary in perceptions of instructional time and space, ways of engaging students through virtual communications, and virtual management techniques, just to name a few. The role of the teacher is sure to evolve in these new environments.