Carter, 1993, p. 11) Wherever possible, I attempted to provide multiple perspectives, but I was constantly aware that one perspective was always mine and that I, as the editor, had enormous power in the evolution of the story. The best I could do was to introduce the story to you, the reader, and try to explain, as clearly as I could, who was involved in the conversation at any particular point in the story. I began to realize that my experiences were quite different from those of many of the Maths and Science teachers involved in the study and therefore my concept of learning could be quite different from theirs.
By the end of 1995, many teachers seemed to feel that the time had come to reassess the situation and take a more integrated approach to the development of 8th grade. year's syllabus, but there were still questions. Questions of fairness and other issues began to appear in the minds of the organizers - the deputy director and the resource teachers (teachers whose role involved supporting teachers in developing new initiatives). This involved the formation of 4 teams, consisting of the teachers from two classes and their (approx. 50) students.
Towards the end of the year, nine teachers who had been involved throughout the study were asked to reflect on issues of collaboration through a series of open-ended questions. Possibilities for the future based on the realities of the current situation at Athenia are considered. The teachers of those students would determine the topic, the structure of the week, the activities and the expected outcomes.
I have also tried to recreate a sense of the joys and frustrations that seem to be integral to attempts at curriculum integration within a discrete subject.
An examination of teams and critical incidents
In 1996, at a time when the school was grappling with difficult curriculum choices, a new problem-solving process was introduced (as a co-curricular activity at the school) - Future Problem Solving (FPS). This process was first developed by Dr. Paul Torrance in 1974 in America (Future problem Solving International Website, 2003). This process seemed to offer a technique to allow us to reflect on the collaborative process in the Year 8 curriculum, to consider our individual underlying teaching philosophies, to discuss with colleagues and hopefully reach some consensus on our future directions. . This process involves participants in identifying the root cause of the problem and then identifying the most effective solution.
The school's academic ethos, with its emphasis on results at the end of Year 12. years have driven curriculum structures and choices within the school. How can we redress this imbalance to maximize the Year 8 experiences for the wide range of young people in our care, for next year and beyond. This structure will be implemented after a year of planning and development of work units.
Intensive professional development focusing on the different needs of the students in the Junior School versus Senior School should begin. Staff will be given the opportunity to develop and own the changes in the structure of the school. The Year 8 program should be managed by faculty teams of teachers who will facilitate integrated skills development and address specific Year 8 needs.
For the next three years, the 8th grade teachers worked as part of a team, with each group of teachers supervising and scheduling approximately 50 students. There were four teams and the concept was that each group of teachers would be responsible for the overall development of a group of students during their first year of high school.
Reflections over time (2000)
Unit Development and Implementation Models that can be debated and duplicated – recognizing the value of using a diversity of models suitable for a diversity of teachers. From this perspective, today's reality becomes part of the transition to tomorrow's reality. Within the Learning Center of the Future in Athenia, students are involved in a variety of tasks with access to a range of learning resources.
I have worked with teaching teams from other faculties who have challenged many of the underlying issues. I have taken many of the first steps towards the future and have proven to myself that education can be done differently. I recognize how easy it is to lose vision and sacrifice the gift of learning for the comfort of the status quo.
Acceptance of the project as part of the usual school activity and not as an "extra";. Those involved in the initial process should share it with others and assess and value the input of the group of teachers who will be asked to implement the new. Therefore the new concept must be flexible enough in terms of implementation to give other participants the opportunity to reshape aspects of the vision.
My experience during this research strongly suggests that developing a clear, well-articulated vision that is shared by all is only the first step in enabling the vision to become "strong enough and consensual to make structural school reform visible compelling". If the vision is to become a reality, everyone must know that it has already become part of accepted school practice. The Headteacher should become part of the Year 8 Review and Planning Group so that there continues to be a sense of continuity and effective communication.
Although the role of the director is important to ensure that the vision remains consensual, the initial group members must remain active in supporting and encouraging this leader. This strategy would help to remove many of the tensions that have been shown in this research to exist between teams and faculty at Athenia. By limiting involvement in other areas of the school, teachers are then available within the Learning Center to work more flexibly.
This would mean that all Learning Center teachers are willing participants and are aware of the innovative parameters in which they are expected to work. A realistic timeline that can be managed from the perspective of the participants appears to be essential for successful implementation. Models that can be debated and duplicated – recognition of the value of using a diversity of models to suit a diversity of teachers;.
This research strongly suggests that an essential factor influencing the process leading to the implementation of the integrated curriculum vision is the flexibility to allow time for those involved to gain experience.
