The Collaborative School Districts: What Did It Mean for Us?

November 1991 Masthead

 
Jann Leppien, Stuart Omdal and Del Siegle have served as Collaborative School District contacts during the past year. They recently met to discuss how the impact of their involvement with The National Research Center’s Needs Assessment Survey and Curriculum Compacting Study affected their districts.

Collaborative School District contacts provide the link between the Center and the research sites. Over 270 districts from 48 states and 1 territory are currently enrolled. Leppien worked with the Lockwood School educators in Billings, Montana. Omdal participated with the staff of Minter Bridge Elementary School in Hillsboro, Oregon and Siegle was involved with the teachers at Lincoln Elementary School in Glendive, Montana. A transcript of their conversation follows:

Jann:
One of the major benefits of being a Collaborative School District is that it keeps us up to date and knowledgeable about current research in the field. We were contacted and had the opportunity to participate in the initial Needs Assessment Survey in which we indicated our preference of research topics chosen for future study.
Stuart:
The survey provided a link between the university “ivory tower” and the people in the trenches. Sometimes people would ask, “Why should our district take the time? What is in it for us?” Sometimes all we see are the forms to fill out and we fail to see ourselves as being a part of the bigger picture. The educational technology and curriculum in use today are all a result of somebody’s past research. Participation in current research is important.
Jann:
Being a Collaborative School District also gives us an opportunity to have a working relationship with the university. We have a direct link to what is happening and there is a place to go to have our questions answered and concerns voiced.
Del:
Our district was part of the Curriculum Compacting Study which gave us the initiative to try something different. Compacting was something the district had been wanting to implement and the study provided us with the impetus we needed. The staff voted overwhelmingly to participate in the research.
Stuart:
Yes, being involved as a research site can open doors of opportunity.
Del:
The teachers felt their participation in the Curriculum Compacting Study was important and they were making a contribution toward effective teacher training in curriculum compacting. They were anxious to hear how other sites were progressing and looked forward to hearing the results of the study. They wanted feedback.
Jann:
Feedback was important on the surveys, as well. The teachers completing the survey enjoyed hearing from the Center and learning the results.
Stuart:
Teachers realized that their concerns were significant. They discovered that what they viewed as important issues were also the concerns of other teachers, as well as researchers.
Jann:
By inviting a variety of personnel in the district to participate in the Needs Assessment Survey, I became aware of staff concerns which could be addressed through inservice. The National Research Center Needs Assessment helped me gather information about the concerns of the staff.
Del:
The students were also excited about being part of a nationwide effort. When I explained to them what compacting involved, one looked at me rather puzzled and said, “Well, it only makes sense not to do the work 1 already know how to do.” She wondered why this hadn’t happened earlier in her life.
Jann:
It is important to feel that what we do is important to someone else and that the work we are doing in the public schools is being recognized.
Stuart:
That’s right, we are hoping that our efforts will have an impact in schools throughout the country.
Del:
Our classroom teachers viewed the study beyond the field of gifted education. They considered it a contribution to quality education as a whole.
Jann:
When those official letters arrive from the Center, the importance of gifted education is recognized. I recall when our superintendent came down to my office and said, “I think this is something important and we need to be part of it.” This helped give the gifted education movement a sense of validity.

 
We would like to have every state and territory involved with some aspect of our work over the next four years. If you know of a school district that might be interested in joining our growing family, contact the Center.

 

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