Initiating the process of secondary teacher change in an era of high stakes testing

This descriptive study examined the process of teacher change during an era of high stakes testing by focusing on: (1) What kinds of change occur when two high school geometry teachers begin implementing reform-oriented instruction? (2) What factors support or obstruct the process of change? A six-week professional development was implemented at a large urban high school; teachers implemented reform-oriented activities and reflected on their beliefs and practices in surveys and interviews. Qualitative methodologies were used for data analysis. Ms. Johnson was unfamiliar with reform-oriented instruction before participating in the study; her belief in students' abilities, her strong classroom management skills, and the collaboration with the researcher contributed to her willingness and ability to change. Mr. Smith, who was aware of many of the tenets of reform-oriented instruction, struggled to implement them into his practice. Weak classroom management skills, the pressure of limited time, and fear of trying new things were all factors contributing to his difficulties.