Increasing high school students' capacity for higher quality work via teacher development

This study described one high school's journey through the change process as teachers developed their capacity to create quality work for students. It also examined the experiences and attitudes that supported teachers as they focused on increasing their production of high quality work for students while implementing new accountability legislation.; Using a qualitative design, data were collected through individual interviews, observations and review of the school's extensive improvement plan including results from student, parent and faculty focus groups. Data were available from several staff and student surveys that were administered over time. Teachers participating in interviews had taught at the school for at least four years. Student achievement data was also gathered and used as part of the analysis.; The data gathered described a school building a capacity for change. While teachers focused on state standards and struggled with seemingly conflicting goals, they were developing a collaborative culture of reflection to support the change initiative. Teachers used a model developed by Schlechty (1997) to create quality work for students. This model provided teachers with a structure or schema that allowed staff to integrate various initiatives including accountability. Using protocols and outside consultants to support the process, teachers were focused on the development of quality work for students.; Beliefs and behaviors slowly changed over time. A data rich environment provided a compass that was used to monitor progress. Building leadership was strong, enthusiastic and visionary. The principal created a positive climate based upon mutual respect that supported the change process.