1. Wi. Bytes Academy:
Organizational Structure

2. At Bytes Academy,
any one school is just
the tip of the iceberg
Wi. BA

3. National BAProvides
• Complete “canned” curriculum
• Platform for student-teacher interactions
• School structure and governance guidance
• Teacher onboarding materials & P.D.
• Business, operations, marketing, HR, legal
services

4. State Schools
• Principal, hired by National BA, hires the rest
of the staff.
• Principal & staff
– Provide day-to-day instructional support for
students and parents
– Teacher performance evaluations
– Conduct state testing
– Conduct on-the-ground marketing efforts

5. National Bytes
Academy
PT External
Teacher(s)
(Electives)
Charter
Authorizor &
Board
Principal (HS,
Enrollment,
Business)
Admin
Admin Asst.
Admin Asst.
Master Teacher
(English 11, 12)
Marketing Dir /
English 9, 10
Social Studies
Social Studies
Math (Alg 1, Alg
2, Geom.)
Math (CS
1, Trig, AP)
ScienceScience
Assistant Principal
(MS+Elementary)
Teacher K, ESL English 6, 7, 8 Math 6, 7, 8
Social Studies 6,
7, 8
Science 6, 7, 8 Master Teacher, 3
Teacher 1
Teacher 2
Teacher 4
Teacher 5
SpEd Director
SpEd Teacher
SpEd Teacher
SpEd Teacher
Contractors
(Services)
School Counselor
Parents Community
Tip of the Iceberg
State-Level BA

6. Daily operations
• Centrally developed “canned” curriculum
shifts the role of teacher
• Teacher evaluations anticipate that teachers
are using metrics and student data to identify
and provide support to struggling students
• Interactions/support occurs through: phone
calls, emails, and synchronous web
conferencing

7. Remote teachers
• Some teacher work in an office building, others
work from a home office.
– Home-based teachers do not have chance encounters
with other teachers and administrators
– Home-based teachers are sometimes not thought of
for ad hoc meetings regarding a specific students or
issues
– Home-based teachers provide an opportunity for
increased organizational knowledge of separate
regions of a state

8. Authority & Roles
• Roles are well-defined, teachers rarely work
outside of their role
• There is a formal and known hierarchy, most
visible during teacher evaluation periods
• Given the prescriptive nature of the learning
environment of an online school, authority
conflicts rarely surface
• Parents, like teacher and administrators, have
little control over many aspects of school
operations

9. Ability to respond individually and
collectively
• Bytes Academy attempts to set clear expectations before
enrollment
– Instead of changing approach, student’s who aren’t finding
success are often considered a “poor fit” for he school and
“counseled out”
• The online environment provides opportunity for multiple
instructors to come in and address a struggling student’s
needs at point-of-need during synchronous lessons
• Student/family/school interactions are mostly 1:1 – which
provides opportunity for addressing issues at the point of
need.
• Parents & students must self-advocate – it’s especially
difficult for a teacher to know when a student is beginning
to struggle in the online classroom