Reflections from the end:

While not every component of the BASEE project will be continued, several key elements envisioned are fully sustainable. BASEE is in a step-by-step process of moving to a "fee for service" model. To that end, the first element to move into this system is the new teacher professional development six-hour training model. Each of the seven districts has agreed to financially support this program and provide regional Certified Kit Trainers to deliver the sessions.

Because of the emphasis on conceptual understanding and the use of science notebooks (along with other elements) in all professional development programs, BASEE changed the cultural expectation of what high quality professional development is like. Other curricular area programs have adopted some of BASEE's practices and procedures to boost the quality of their offerings - a delightful compliment.

Leadership development built regional capacity that will provide ongoing support. School site lead teachers stepped into leadership roles by becoming Certified Kit Trainers, presenters and members of summer institute instructional teams. We are gratified to note that this demonstrates the value of professional development as a tool for dignifying the teaching profession by creating a role for leadership. The SRTs have emerged as a self-reflective, high functioning crew. Together, they clearly create a whole that is greater than the sum of its parts. In fact, the process of deep collaborative planning has resulted in not only program plans but also the significant professional change and growth of each of the members.

Key Promoters

• Working with all levels of the system throughout the life of the project was essential. Superintendents maintained the vision; assistant superintendents removed roadblocks; principals encouraged and observed science lessons; lead teachers advocated and assisted; SRTs designed and delivered programs; industry partners asked the tough questions and provided creative solutions.
• The fact that districts were committed to their hands-on science curricula meant that they did not switch to new curriculum even when those units were no longer available using state dollars.
• Districts have maintained their refurbishment systems for ten years and find them more cost effective than purchasing new curricula.
• At the superintendents' request, districts aligned curricula with state standards. Where gaps existed, they made appropriate adjustments.
• Leadership development created regional capacity that will sustain the professional development.
• Evaluation data of student success and improved teacher practice provided a key source of data-driven support.

Inhibitors

• Statewide changes created a need to be ever nimble on our feet. From class-size reduction to the exclusion of FOSS and STC from the adoption lists to a severe economic crisis, educators were buffeted by political winds.
• Lack of a statewide science assessment made keeping science on the front burner difficult.
• Turn over at all levels from teachers to superintendents meant constant renewal of project goals.
• Lack of some principals' involvement created uneven school participation.