How do we accommodate changes of staff and administrators after the FOSS program is instituted?
Maintaining momentum through changes in personnel and curriculum adoptions can be tough. Change of staff is probably the easiest to remedy. If a new teacher joins a staff where “we do FOSS” and the support structures are there, he or she will be ushered into the process with the utmost of grace. A collegial mentor and a little teaming will bring the recent arrival into the fold. The best remedy for the problem of frequent change of focus is to institutionalize the support for science as rapidly as possible. Get a commitment for a materials center to maintain the kits. Secure budgetary commitments from all of the schools. Establish annual science events. Have a FOSS users conference each year. The tallest hurdle to overcome is new leadership that does not support the accomplishments of the previous order, or worst of all, new leadership that intentionally dismantles the progress made by a predecessor.
Related Questions
- What changes can a program make now to accommodate the change in philosophy of GME accreditation represented by the Outcome Project?
- How do we accommodate changes of staff and administrators after the FOSS program is instituted?
- What role do parents, teachers, school staff, principals, and administrators play in the program?
