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Teacher Control (Education Evolving (A high culture performance (Accept…

- - - - “The collective leadership — made up of seven founding partner teachers and six full partner teachers chooses and designs their own curriculum based on math and reading” (Education Evolving, 2014, p. 8).
    - - “The school design process took more than a year of planning by the teachers, and the approval process was often less than easy. District and union leadership were essential in ensuring the school proposal was ultimately approved” (Education Evolving, 2014, p. 9).
    - - “Despite the obstacles over the years, such as transitioning to a new building and significant budget cuts, the school continues to implement its self-directed, project-based learning model to inspire students” (Education Evolving, 2014, p. 8).
    - - “A governing board, consisting of a council that represents parents, faculty, students and other community members, oversees the school to ensure the teacher team continues to meet the needs of students effectively but delegates decision-making authority to the teacher team” (Education Evolving, 2014, p. 9).
- - - - “Teacher 1: . . . administrative support, teacher willingness to put in the time to assess and get feedback. To me the number one reason to assess is to give yourself feedback on whether or not you’re getting through to the kids and to me that’s the number one thing. . . . So that’s a feedback I learned from my assessing and now going back to what I said, that’s a feedback that helps change; assessing helps change” (Cameron 42).
      - • “Teacher 2: We were able to watch the kids in a 4v4 situation and see what types of things they didn’t do well. I think my previous experiences and from watching a pre-assessment, showed that there were very few occurrences where students demonstrated any level of strategy. It was really just try to hit the ball back over the net using either a legal or illegal hit. So I think that was really something that guided our instruction and our planning” (Cameron 43).
        
        “The previous quote supports that teachers found the assessments useful in planning instruction, but that this usefulness was based on the process" (Cameron 43).
      - “Teacher 4: If you focus on it and show the benefits of physical education that is when change will happen” (Cameron 46).
    - - “Teacher 1: I think it was more of a change for us and I think it was more labor intensive because it wasn’t what we always do. It was a nice change, but it was definitely more labor intensive” (Cameron 43).
    - - • “Teacher 1: This is also why we do the surveys at the end (of the school year)—which helps. You have to keep things current and interesting. It motivates. The change is up to the educators and with the help of the kids, because they give us the feedback” (Cameron 45).
    - - “Teacher 2: I think that we spent more time in the planning process which is interesting because we’re both established teachers with 10 years of experience" (Cameron 46).
        
        “Even with a statewide assessment tool guiding the change, it appears to only work when teachers are genuinely concerned with student learning and have a passion or professional commitment to their work” (Cameron 47).
  - - - “It will be interesting to see if this professional passion and commitment are present in other change efforts and how teachers learn to assume responsibility for finding, enacting, or adapting appropriate policy changes, whether they are imposed on programs or internally initiated” (Cameron,2016, pg.53).