Policy-making in science systemic reform

This interpretative research portrays the turbulent conditions that are typical of my experiences as a science supervisor in the central office of a large urban school district in southeastern United States implementing science systemic reform. The research documents a dependence on an authoritarian view of policy-making that combined with procedures for making assignments allows stakeholders to undervalue the decisions that they make and increases the possibility for blaming others for their decisions. The impact of traditional and reform attitudes about curriculum and schools is described as well as efforts to resolve these conflicting views in the process of developing a middle school curriculum guide. The frustrating effect of the interactions of changing curriculum guides, changing instructional materials, and insufficient resources are described in a visit to a middle school science department meeting. The roles of time, understanding of systemic assumptions, and appropriate inquiry and communication skills are critical to the decision making process and little attention is given to address these issues. The result is that decisions end up being made without resolution of the differences among stakeholders leading to negative feelings and creating currents of frustration and distrust that undermine reform efforts.