About Phase IV Year 2

Phase IV: Design Working Group

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Phase IV Design Home

About Phase IV

(under construction)
View the progress other phases:

- Phase I

- Phase II

- Phase III

This systemic element's major responsibility is to ensure that the important but often unseen infrastructure is in place that supports the implementation of Science as Inquiry. These include important and supportive guidelines, policies, regulations, and budgets that: insure the recruitment and employment of appropriate staff; the purchase of appropriate instructional resources; the use of new and emerging technologies for learning and managing learning; the involvement and support of the community; and, the design of appropriate facilities. In addition, this component insures that supportive guidelines, policies, regulations, and budgets are in place that meet the needs of all learners and addresses the needs of a diverse and multicultural society.

The attributes of this infrastructure are infused throughout all of the major systemic elements so as to bring the school/community system in alignment with inquiry learning. While the local superintendent and school principals must exert strong leadership in this area, other key leaders must be involved. Local school board members, members of county and city governing bodies, local political leaders, and perhaps key business leaders can be most important in helping pass regulations and policies and provide the necessary budget. This component becomes the mechanism to generate a leadership attitude of ìtaking calculated risksin order to make the significant changes in education to bring it inline with the needs of modern society. A rubric should be developed around the operational definition of 'Science as Inquiry' that can generate objective suggestions for guidelines, policies, regulations, and budgets for an effective administrative component.

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Last modified: February 1, 2004