Almost all hold a B.Ed degree and two thirds have previous teaching experience in public schools. The highest proportion of teachers hold temporary contracts, followed by continuing and probationary contracts. Many chose to teach at the charter school over other teaching opportunities, and half planned to return to their teaching position the following year, despite the absence of long-term uncertainty inherent in charter schools. All charter schools faced obstacles and challenges in their early years of development. These challenges include implementing innovative methods, hiring the right personnel, securing start-up funding, finding affordable facilities, negotiating contracts and relationships with the school district and the government, and building a strong coalition of parents and educators to meet rigorous performance outcomes not required of other schools.
Isolation is a factor for charter schools.
Until recently the schools have operated in isolation from each other with limited access to professional development focussed on the unique challenges they face. In general, they receive little support from their school districts. Relations with others in the traditional system have at times been adversarial. Parents indicated some frustration with the lack of district support for and even hostility displayed towards charter schools. Other significant barriers to success emerging from the early Alberta charter experience are related to the regulatory framework.