Original Vision

These are difficult times in a messy world, offering compelling reasons for reform, as well as significant challenges. Sustainability requires expecting and working with ambiguity and contradiction. So, to borrow from Dickens, this will be a tale that can be described as the best of times and the worst of times: a tale of hope and challenge.

Planning for the Critical Mathematics and Science Synergy, or Critical MASS, project began in Hudson, Massachusetts. The school district already had a strong commitment to selection and implementation of inquiry-based curricula as the foundation and catalyst for improvement in mathematics and science curricula. We asked, "What's next?" This is probably the first most important lesson:

Planning Lesson 1: Don't assume that initial implementation, even supported by "first-level" professional development lays the foundation for sustainable reform.

This assumption was based on prior experience and direct observation. First, many teachers tended to be eclectic in their use of new curricula. Second, many did not fully understand either the underlying content or pedagogy. Pedagogy, at times, understandably reflected "old ways". "At first I thought inquiry referred only to the learner. I've come to see the teacher's role in facilitating, as well as participating in the inquiry process."

Planning Lesson 2: We developed a theory of what was needed to move ahead:

First-level training on the content, teaching and management of science and mathematics programs had already taken place for all but new and beginning teachers. We believed that "next steps" meant that we had to:

1. enrich teachers' content and pedagogical content knowledge;
2. develop meaningful instructional and conceptual synergy between mathematics and science;
3. develop a critical mass of teacher-leaders and teacher implementers and administrators to sustain a consistent inquiry-based, problem-solving mode of instruction in each district.

Planning Lesson 3: Choose partners very carefully. Our prerequisites included:

1. strong, stable superintendency with a previous commitment to inquiry-based reform in mathematics and science
2. capable, science and mathematics leadership with whom we could work on a personal level
3. steps already taken to ensure the purchase of inquiry-based curriculum materials

Planning Lesson 4: Continue to encourage pioneer teachers, but begin formally with principals.

We initiated the Critical MASS project with a four-day, required, summer institute for administrators. This experience was essential in moving away from the idea of teachers as independent contractors behind closed doors toward district and administrative support for a consistent inquiry-based for mathematics and science program.

Planning Lesson 5: Plan for teacher leadership, but keep it real and don't leap too early.

We decided to think big, but start small in building teacher leadership. Our core workshops for all teachers significantly deviated from expectation. Most teachers have experience with unit training or "make-it, take-it" sessions. Ours focused on teacher content knowledge and student thinking. We needed to see how teachers engaged with this model before choosing leaders. "I need to initiate change not only within myself but with my school community. You don't have to be a veteran ...to initiate change, just committed to excellence. I'm on the high diving board ...I'm ready to dive in and the good news is, yes, there is water in the pool!"

Planning Lesson 6: Change for all students requires change for all teachers. Therefore, most of the professional development should be required rather than voluntary.

This was probably our most significant planning decision. In-class support and our three times per year Pedagogical Content Knowledge (PCK) workshops are the core of professional development. PCK sessions involve school day release of every teacher, organized by grade, and are sustained by substitutes. First, this was a dramatic statement of district commitment to a five-year professional development program that was not going away. Second, it directly engaged principals who had to acquire and organize many substitutes. Third, it threw together all teachers across all experiential, knowledge, and philosophical perspectives.