Learner Behaviors: Students were on task while being observed (2.8), with peer teaching an important demonstrated component of the learning strategy (2.9). Resources, for the most part, were being used effectively (2.7), and opportunities to employ a variety of intelligences during class activities were often present (2.6)

Teacher Behaviors: The teachers involved in the pilot study acted as facilitators (2.8) for their students, as opposed to engaging in teacher centered instructional behaviors, while providing diverse approaches to learning requiring multiple intelligences (2.9).

Integrated Learning: Because only one visit (or two, spread over a span of several months) was possible, the opportunity to observe students integrating their learning was limited. Consequently, no conclusion can be drawn concerning the ability of students involved in the pilot project to integrate their knowledge. Additionally, there was almost no evidence that students were aware of, nor involved in meeting, the learning standards related to career development.

Quality Work: Student rubrics were used often (2.8) with high expectations for all students (2.8). Student work was assessed by a variety of audiences (2.7), but it was not clear the role of the parent in such assessment. The classroom observations yielded very limited evidence of portfolios being used.

Learner Reflection on Process and Product: Limited observation yielded the information that journals were used, but not necessarily on a regular basis: Opportunities for performance assessment were present, but only in approximately 25% of the classes observed.

Collaboration and Teamwork: Groups and teams, both cooperative and traditional, were the dominant organizational structures of the classrooms observed (3.0). Whether or not such groupings exist beyond the classroom was indeterminant. However, it was clear that students had practiced, and achieved some competence in, working together as a community of learners (3.0). There was no evidence that communication with administrators was on-going, nor that administrators often visited the observed classrooms.

Additional evaluator comments: The opportunity to talk with the pilot teachers presented itself on a few occasions. As a result of these conversations the evaluator offers the following comments:
 

· Access and use of technology still varies widely
· Staff development days need to be a balance of team work time and
  sharing of experiences with others teams having similar interests
· Students were engaged in classrooms
· Projects work well for some components of the curriculum, but are
  difficult to implement for others
· Participants should take a more active role in evaluating their own
  performance based upon criteria developed for learner-centered
  classroom

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