The role of teachers in the redesign of a large comprehensive high school: A case study

A failing comprehensive high school in a Northeastern city was divided into four small-sized schools in September, 1999. From 1989 until 1998, the school underwent Corrective Action and Redesign in many unsuccessful attempts to improve student achievement, but the level of student achievement did not rise enough to meet New York State Education Department\u27s Performance Targets. Therefore, a complete redesign was implemented in an attempt to improve student achievement. Teachers and administrators collaborated on the redesign process. The study focused on the teachers\u27 role in the redesign process. Through a series of interviews and document analysis, the actual involvement and commitment of the teachers in the redesign effort was evaluated. It was observed that the process resulted in a more collaborative, collegial environment. Communication among teachers and administrators also improved