Blazing New Trails - Connexions

196 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT
A key finding from analysis of the data was that the principals did not always
communicate effectively with teachers. According to Fullan (1990), one of the key factors for
successful change in instructional practices is professional classroom teacher development.
Principals indicated a need for professional development, but they did not address specifics
for a plan or how they would support teachers after that training. Since prompts were not
provided in the questioning, the answers reflected the participants’ highest priority, not
necessarily all their priorities in answering the interview questions.
Because multiage programming is a very complicated process, principals should be
aware of the change process and how to address those changes and sustain momentum.
Throughout the interviews, there were differences between the responses of the teachers and
the principals. These are areas where it is important for principals and teachers to
communicate with one another so that they better understand the perspective of the other
professional in order to implement a successful, purposeful program.
The role of the principal was critical to program development, implementation, and
sustainability. The principal provided leadership and created situations for professional
learning teams and discussion in successful multiage settings. Multiage teachers needed
opportunities to share ideas and concerns about multiage instruction. Collaboration was
important for planning, networking, self renewal, and program improvement. In this context,
collaboration included intra-teacher, principal to teacher, and intra-administration for those
principals serving different schools with the same issues.
Findings in this study indicated that teachers and principals shared the assumptions or
beliefs of multiage education; however, teachers and principals did not share the same
priorities in the implementation of multiage practices. The survey results revealed no
statistically significant differences in the beliefs of teachers and principals. However, the
interviews indicated differences in the priorities in the implementation of multiage practices
where principals felt that the main barriers were lack of time and professional development
while teachers cited lack of differentiated instruction, understanding of the curriculum, and
collaboration.
RECOMMENDATIONS
The recommendations from this research were designed to help prepare leaders for
improving access and equality in today’s schools as well as for implementation of multiage
programs and other new programs in order to enhance the learning of all students. Many of
the recommendations focus on communication because the data supported that even though
principals and teachers had similar beliefs regarding multiage instruction, the principal’s
focus tended to be on the entire school, and the teacher’s focus was on what was occurring in
the classroom. Therefore, the following recommendations were offered:
Principals and teachers need to communicate effectively with one another so that
they better understand the perspective of the other professional.
The principals and the building leadership team should work together to provide
effective, on-going professional development as an important factor in multiage
education implementation.
Principals and the building leadership team should work together to develop a
schedule which would assure time for teachers to collaborate with their team
members as they plan thematic units and instruction to meet the needs of all
students.