| The "Administrative Practices and Procedures" theme focuses on activities typically performed by administrators that enhance the integration of vocational and academic education. Administrative practices and procedures include (1) facilitating the integration process through team building and teacher empowerment, (2) communicating and assisting with scheduling and organization, and (3) supporting the integration process through effective leadership. |
Luke was quite pleased last year when his superintendent, Mary Mack, asked him if McKinley High would serve as the pilot school in the district to integrate vocational and academic education. The request confirmed what he had thought all along, that he was doing a fine job as principal. So Luke naturally agreed to initiate the integration process and was confident that the integration process would be complete in 24 months or less.
Luke first set up regular planning meetings with Hazel and Hector. At these meetings they began to identify the teaching areas that would be integrated first, which teachers would work together, and what curriculum and instructional changes would take place. After a month of planning, Luke, Hazel, and Hector began implementing changes. They did so by talking with the persons that would be directly involved, discussing what involvement each person would have, and describing what should be done.
Everything seemed to be progressing well until the school secretaries began asking Luke questions. They wanted to know what was going on with "this integration of academic and vocational subjects" because many teachers were coming to them asking about it. The teachers who were asking the questions were the ones who were not involved in the integration process; they clearly wanted to find out what integration was all about and how it would affect them. Luke called an emergency session with Hazel and Hector. What was the problem? Had they done anything wrong? All of a sudden, Luke blurted out, "I could kick myself! I really underestimated the need to communicate with all the teachers and counselors in the school." Hazel and Hector agreed. The three of them had forgotten to involve the entire faculty and staff in the integration process.
2. What are the advantages and disadvantages of working with a small group of faculty members before including the entire faculty in curriculum integration?
3. If you were a teacher or counselor who had not been included in the integration process, how would you feel? What sort of support might you give to future changes at McKinley High?
4. In addition to communication, what planning should have occurred to avoid the way integration of vocational and academic education was introduced at McKinley High?
5. Given the situation he created, how might Luke deal with the problems and move toward successful integration?
6. What may have occurred if teachers and counselors at McKinley were given an opportunity at the beginning to design the integration process?
At the school's first fall faculty meeting, Reba gave everyone a motivational talk about integration. In her talk she emphasized the need to work toward full integration on a day-to-day and week-to-week basis. Integration was not something that a teacher did once each year or semester. Instead, it worked best when teachers worked together to integrate content and team teach across subjects. She concluded her talk by asking each teacher and counselor to work as hard as he or she could to move in the direction of total integration. Reba asked the staff to share with her progress made and to identify areas where assistance was needed.
As the fall semester progressed, Reba noted that teachers and counselors were making very little progress with integration. Discussions with individuals revealed that time was at a premium and that after completing required work assignments such as performing lunch room duty, getting grades in on time, and selling tickets to the football games, integration was not a high priority. Toward the end of the semester, a delegation of vocational and academic teachers and counselors asked to meet with Reba. At their meeting, George Steffan, a math teacher and co-spokesperson for the group, said that the vocational and academic teachers and counselors needed to work together as teams if they ever hoped to integrate vocational and academic education. George then proceeded to outline a plan of action the group hoped would ensure success. He said that integrating on an individual basis was not worth the effort since it did not result in significant long-term improvements. The faculty should, instead, work as teams. This could begin by faculty members meeting as a group and learning how to create functional teams.
Alice Adams, an electronics teacher and co-spokesperson, then continued the discussion. "Faculty members," she said, "should be given a common time to meet as teams and plan for integration. This must not be at the end of the school day when everyone is worn out and wants to get home." Alice concluded that, "because the high school campus is quite spread out, just the physical act of faculty members getting together and talking about specific integration activities forces them to work together and makes the group more cohesive."
Reba was rather upset with herself since she had not been very successful at meeting faculty members' needs. But she vowed that she would do everything possible to make integration work at Rangeline High. Between the fall and spring semesters, an all-day meeting for the entire faculty was held at the school district central office. Central office staff members experienced in team-building processes led a workshop focusing on ways faculty members could work together to achieve integration. At the conclusion of the workshop, Reba announced to all present that "money has been made available so teacher aides will cover all lunch duty assignments. Now faculty team members will have a common time during lunch when they can meet and plan integrated instruction. Next year, teacher teams will be assigned common planning periods so they can work together." The entire faculty applauded.
2. Why are team integration activities more meaningful than integration activities conducted by individual teachers?
3. What does this case communicate about teacher empowerment and team building as strategies for achieving integration?
4. Why is it so important for faculty teams to have a common time when they can meet and plan for integration?
Located in the southeastern part of a large metropolitan area, Oakmont High at one time served students from upper middle class homes. However, over the last 20 years, more and more students that the school serves have special needs and come from lower middle class, single-parent families. Last year, about 60% of the 1,200 Oakmont students received free or reduced cost lunches. In terms of further studies, 50% of the Oakmont graduates went on to some form of higher or continuing education.
Janet realized that her new job would be difficult since she felt the need to reverse the trend toward greater numbers of school dropouts and fewer students passing the mandated state basic skills competency exam. To improve the quality and relevance of instruction at Oakmont, Janet's basic plan was to build teachers of vocational and academic subjects into a powerful professional team that would focus on the integration of vocational and academic education. The shift to integrated education would probably take two to three years, but Janet believed faculty members would notice some improvements even sooner.
What Janet did not realize as she began to implement her integration plan was the great division that existed between Oakmont's vocational and academic teachers. Virtually none of the vocational teachers communicated with academic teachers; it was as if there were two different schools. Even more disconcerting, when Janet began working at Oakmont, she sensed that many of the academic teachers were skeptical about her credentials to be principal since she had a vocational teaching and administrator background. When Janet started talking to teachers about applied subjects and how to better meet the needs of all students, some of the academic teachers began to feel that Oakmont was going to become a vocational high school. A few of the teachers who had been at Oakmont for a number of years wanted Janet to get the school attendance boundaries changed so the types of students that had attended Oakmont 20 years ago could be taught again. As Janet moved ahead with her plan to integrate vocational and academic subjects, she could sense that teacher resistance to the plan was building.
Now, two years after she began her tenure as principal, Janet is quite pleased with the progress made toward comprehensive integration. She freely admits her mistakes indicating "if I had it to do over again, I would have taken a different approach. At the beginning, I would have talked with all teachers in the school more about changing how we teach, learning and learning styles, and modifying how instruction is delivered by both vocational and academic teachers. If the task were approached in this way, I might not have had to spend as much time legitimizing vocational education in the eyes of academic teachers."
2. What are some of the reasons why vocational and academic teachers resist working with each other? How can teachers and administrators help reduce or eliminate this resistance?
3. How can teachers be helped in changing their attitudes toward students in the school?
4. Why is it important to have teachers work as teams in the integration of vocational and academic education? How might some of the teachers at Oakmont High have helped Janet to go forward with the team building process?
5. How might Janet create a climate early on where vocational and academic teachers feel comfortable working together as teams?
As a full-time center offering a range of technical and academic courses, Greenburg awards its own high school diploma. Over the years, Greenburg has had much success placing graduates in jobs related to their technical studies. But more recently, school administrators and teachers noted that more employers are looking for employees who have higher levels of proficiency in math, science, and English as well as technical subjects. So the Greenburg administrators decided, with the blessing of the Center's advisory committee, to shift from a departmental structure to a cluster structure. The change meant that math, science, English, and various technical subject departments would be dropped and, in their place, clusters would be formed with titles such as communication, transportation, and human services. About half of the faculty in each cluster would be teachers of technical subjects and about half teachers of academic subjects.
When Sara first heard about the reorganization, she began to be concerned about her job. Having taught at Greenburg for only five years, Sara knew that she would be among the first to go if a reduction in force occurred. But after her principal, Juanita Garcia, met with the faculty and explained that clusters would not cause reductions in faculty and clusters could contribute to the integration of technical and academic subjects and ultimately better prepare graduates for a world class workplace, Sara began to accept the change. What convinced Sara even more was Juanita's promise to have cluster faculty members meet to prepare a curriculum book that compiled what teachers believed was important for students to know and outline how the teachers would work together to deliver relevant instruction.
Sara and the other teachers in her cluster were excited when the time arrived to prepare the curriculum book. They spent many hours over a period of weeks working together to produce what they felt was an excellent document. Now, three months after the teachers completed the book and submitted it to the principal's office to be typed and copied, they have yet to hear one word about its status. Sara said, "I know teachers are still making comments about the curriculum book." Kevin Freedom, a member of the cluster who teaches English, grumbled, "Did I do all that work just to have it thrown in the trash can?" And Barbara Storch, a physics teacher, stated, "We teachers spent a lot of time preparing the curriculum book and never did get anything out of it."
Much of the initial faculty excitement about the cluster concept and curriculum integration has worn off. Several faculty clusters are now beginning to feel it is a waste of time to work on any long-term change if they are not going to get support for their efforts. As Sara put it, "As far as I know, nothing was done with our curriculum book notes. The book has never been distributed to the faculty and no one seems to know when it will be ready. Teachers are slowly shifting back to the way we were before the reorganization."
2. How did Sara's attitude toward curriculum change evolve over time? At what point was Sara most "sold" on the notion of integrating technical and academic subjects?
3. In what ways might Sara and the teachers in her cluster work together to discover what happened to the curriculum book they developed?
4. What are some of the risks associated with relying on one focal point, such as a curriculum book, to effect faculty attitudinal change toward curriculum integration?
5. If you were the principal of Greenburg Technical Center, what would you do to ensure that teachers in Sara's cluster continued to move toward integrated curriculum and instruction?
Sherry Parsons, Trout County High's physics teacher, was likewise concerned about the integration concept. She felt that the academic teachers she knew were already doing a good job preparing students for college with their instruction based directly on approved textbooks. Sherry perceived no need for change.
Trout County High School is located in the center of a rural county that had been traditionally dependent on agriculture and tourism but, over the past ten years, has been shifting to an industrial base. Several manufacturing firms have relocated to the county from the northeast and two high tech manufacturing firms established in the county by local people are thriving. Additionally, the county is currently a finalist for the location of assembly plants for two multinational firms. Trout County High serves 648 students in four grades and provides a range of vocational and academic courses to meet the needs of students who plan to attend college and those who choose to get jobs right after high school graduation.
Last fall, when the teacher inservice education days focused on integrating vocational and academic education at Trout County High, the teachers were understandably nervous. Jim was afraid that his automotive instruction would become watered down and less relevant. Sherry, on the other hand, was concerned that her control over what was taught could be drastically diminished. So, toward the end of the fall faculty meeting, when Jim and Sherry were assigned to be a two-person team that would look into the possibility of integrating physics and automotive instruction, they both just about bit their tongues.
At their initial team meeting, Jim and Sherry each started out protecting their course turf. But as the discussion continued, both Jim and Sherry began to realize that they shared much in common, particularly in respect to student motivation and course content. Their common concerns led them to explore the possibility of initiating an applied physics course for all students at Trout County High. Mabel Hawkins, principal of Trout County High, who was pushing for integration, was most supportive of the idea. She saw to it that Jim and Sherry received applied physics information and were given time to prepare a course syllabus and related instructional and assignment materials. Mabel was able to also secure funding so Jim and Sherry could attend a two-week workshop for teachers of applied physics courses.
Jim and Sherry learned a great deal at the workshop. In addition to finding out more about what applied physics was, they learned different ways that course content could be taught. Everything was presented so clearly and so well that Jim and Sherry were sure they could team teach an applied physics course at Trout County High.
So now, a little over a year since they first began working together, Jim and Sherry are team teaching an applied physics course at Trout County High. And how does Jim feel about this? Jim freely admits that "Mabel Hawkins is the one who gave us support and helped us to understand how important it is to integrate vocational and academic education. She got the funding for Sherry and me to attend the workshop and to purchase the equipment for the applied physics course." And as for Sherry, she comments that "we had to do a lot of work and quick learning to be able to carry out the course experiments successfully. And thanks to Mabel's assistance and our hard work, the effort has paid off. Students in the applied physics course really like the instruction. They are spreading the word about the course to other students and teachers. Also, the math and science teachers who teach near the applied physics lab are impressed by the equipment as well as what we are doing in the course."
Jim comments that "the applied physics course I team teach with Sherry has been so successful and so well received that the high school curriculum will soon include an applied math and an applied biology course. I wonder which teachers will be team teaching these courses."
2. How did Jim's and Sherry's attitudes toward integration evolve from the time they first heard about the concept to the time when they began team teaching? Were their initial attitudes typical of those held by most high school teachers?
3. What are some of the concerns that you might have about team teaching a course with a person from another subject area? How might these concerns be reduced or eliminated?
4. What might have happened if Mabel Hawkins had not provided support for Jim and Sherry to team teach the course?
5. Do you think Mabel had a long-range plan for integration or was she just reacting to needs as they arose?
As she thought about the integration problem, Betty recalled a time almost two years ago when the implementation began. It was then that she and the three high school and three vocational center principals met to decide how integration would be organized. Several possible organizational arrangements were suggested but through discussion the group narrowed them down to what was felt would work the best. The group decided to establish a pull-out model where students enrolled at the three vocational centers could complete their mathematics and English course requirements by being pulled out of their vocational education classes for a period each day to attend one of the academic classes offered there. Based on this decision, Betty requested that the county hire six new teachers--three in mathematics and three in English. The board approved the request and the new teachers began their teaching duties last fall.
She wanted to be sure the vocational teachers were involved in planning for integration, so she organized a week-long seminar for them just before the school year began. Betty recalled the first day of the seminar when she gave the vocational teachers information about the pull-out model and said to them "You have your English and math teachers. Now how are you going to use them?" Betty felt that the process was quite simple. The vocational teachers had the rest of the week to decide how the new teachers would be used in the pull-out model.
But now, seven months into the use of the model, Betty began to hear rumblings from faculty members. It was not very clear to her why some of the teachers were upset, but she could not tell how angry they really were until she overheard some comments one day in the faculty dining room at Hillsville Technical Center. Victor Vargas, the Hillsville math teacher, was discussing his concerns with Amy Cantrell, who taught English there. Victor said to Amy, "I guess the academic teacher positions were established at the vocational centers because of some big study the county did. The whole plan was laid on the teachers without allowing them to have any input or discussion." Victor went on to say that when he began teaching math at the center last fall, he "sensed a lot of resentment among the vocational teachers and there was a great deal of confusion." Amy agreed with Victor, saying that she had no guidance or support for her teaching and due to a lack of direction, tried to teach a traditional language arts course and somehow make it relevant. "So far," she concluded, "this was not happening."
Now very concerned about the situation, Betty sought advice from her former teaching colleague, Jackie Gerard, who taught electronics at South Branch Technical Center. After Betty described the situation, Jackie proceeded to give some rather blunt comments. "Well," said Jackie, "what did you expect? The teachers were never involved in the planning process from the start. The county had already decided that it would be a pull-out model with academic courses taught for some, but not all, of the students. Students at the centers were taken out of their vocational classes for different times to receive math and language arts instruction according to their individual course needs." "But I gave the teachers at each of the centers a full week to plan," replied Betty. Jackie continued, "You didn't hear what the teachers said when you stepped out during the second day of the planning seminar. There was real consensus among the teachers that everything had been decided and that planning takes much longer than a week. And, as for progress with the program," Jackie concluded, "Jay Schwartz, our new math teacher at South Branch, told me the other day that the pull-out model can only be 25% successful since the model allows him to only teach math to 25% of the students at the center."
Betty felt quite depressed and frustrated by the whole situation. She knew that she must get busy with "damage control" procedures before information about all this reached the superintendent's office.
2. To what extent was Betty Barkley part of the problem and to what extent did she contribute to the solution?
3. Do you personally feel that teachers' concerns about the pull-out model were justified?
4. What is your reaction to Betty Barkley's idea to take care of things through damage control procedures? Under the circumstances, is this the best approach to deal with the problem?
5. If you were an administrator at one of the vocational centers, how would you feel about the current problem with the pull-out model? What would you do to resolve the situation and keep the problem from reappearing in the future?
Maria was also pleased with the progress being made toward integrating technical and academic subjects. Although begun less than two months ago, implementation was moving along quite well. This school year began with a two-day workshop for all teachers that focused on what integration was and roles teachers had in the process. During the workshop, technical and academic teachers were given time to meet in technical cluster groups and discuss ways they could work together in planning for and providing integrated instruction. At the conclusion of the workshop, Maria told the teachers that their teaching schedules would be adjusted so they could meet in technical cluster groups to continue curriculum and instructional planning.
Based on integration success throughout the year, Maria announced at a spring faculty meeting that effective next school year the existing technical and academic subject departments would be disbanded in favor of the technical cluster groups that had been formed during the teacher workshop last fall. This meant there would be no departments of Mathematics, English, Science, Electronics and so forth. In their place, technical and academic teachers would become members of technical clusters such as Construction, Transportation, and Human Services.
So it came as no surprise that Maria was quite anxious to tell the Center's governing board members about the progress toward integration that was being made. Her report, which was on this evening's board meeting agenda, came right after comments made by Jason Fremont, a physics teacher who represented the Teacher's Association at the Center. As Maria listened, Jason said to the board that "integration is going to be the ruination of the Center. If students are kept in clusters, they will not be given an opportunity to socialize with other students. Additionally, the instruction will be watered down to a point where students don't learn much." He went on to say "I am so confident that reorganizing for integration will be bad for our students that I plan to file an official grievance with the board."
2. How do you feel about the change from departments to clusters and how it might affect the students?
3. Would Jason's remarks influence the way you, if you were Maria, make your report to the board?
4. How could Maria have been unaware of the negative position taken by Jason? What implications does this have for communicating with faculty members on a regular basis?
5. In the long term, should Maria modify plans for integration at Casa Nueva or keep them as they are? What are the implications of changing integration plans after the process has begun?
Since Mike knew that teachers needed to plan for integration, he set aside time in the school calendar each month so cluster faculty could meet and discuss integration efforts, problems, and ways to collaborate. He felt that once the cluster faculty started meeting, they would begin meeting informally and eventually plan joint integration projects and activities. At each monthly meeting, Mike kept the agenda focused on new ways to integrate and how to achieve success in the integration process.
It came as quite a surprise last week when Stan Forbes, one of Fairmont's most respected vocational teachers, wanted to meet with him and discuss problems with the integration process. When the meeting time arrived, Mike was already getting nervous and concerned about whether his plans had not worked out. He immediately asked Stan what problems existed. Stan began the discussion by talking about his personal experiences with integration. "Because of all the changes in the automobile industry, I could not get along without the help of the academic teachers," Stan said. He then commented, "I have talked to teachers from other schools that are not integrating and working in clusters like our school is and, quite frankly, I don't see how they can have an effective automotive program. Without the integration, my students would not receive [the] supporting skills and information they need."
Mike was feeling much better. Things were not as bad as he had anticipated. Stan continued, "I am really excited about the possibilities that exist if vocational and academic teachers will work together." And I have worked hard and taken a lot of my personal time to collaborate with math, science, and English teachers in our cluster." "However," he continued, "I don't feel that others are taking advantage of the avenues open for cooperation between vocational and academic faculty." Stan went on to say that the monthly cluster meetings were positive and he personally had been in touch with academic teachers at least weekly. "I feel as though my students sort of look to me as a role model," he said. "So I help the academic teachers with their discipline problems." "What we really need," Stan continued, "is for teachers to work together on integration on a daily and weekly basis. Relying on exchange of information among teachers at the monthly meetings is not enough, even as good as the meetings are."
2. Why did Stan feel it was important to talk to Mike about the integration problem?
3. How might Stan's skills as a faculty leader be utilized to improve the integration process?
4. If you were the principal of Fairmont, what changes would you make to ensure that the faculty move ahead with integration in an efficient and effective manner?
5. How can administrators more effectively recognize the need for teachers to have opportunities to work together?
With the five vocational teachers sitting at one side of the conference room table and the five English teachers sitting at the other side of the table, it looked as though Marcy McDougall, the Stanleyville principal, had her hands full. So Marcy proceeded slowly with the explanation of what she had in mind. Marcy first described the need for vocational and academic teachers to work together by citing the results of cognitive science research related to learning in context. She went on to discuss how vocational and academic education had the potential to help students who had different learning styles and those who are at risk of dropping out of school. Finally, Marcy issued a charge to the group. She indicated that the vocational and the English teachers would work together on projects designed to better prepare their students for further study and the work world. After a rather unsuccessful question and answer session, Marcy promised to help the group accomplish its goals in any way that she could. As the meeting adjourned, Jack Hemlock thought to himself, "Ms. McDougall said she would help us, but how do we know this is not just a lot of talk?"
Jack was quite surprised when the vocational and the English teachers elected him to coordinate the cooperative effort. Perhaps it was because of his experience as a welder prior to becoming an English teacher. At any rate, Jack knew that his full teaching load and current assignments as faculty sponsor for the school student council and as debate team coach would not allow much time to coordinate the integration. So he requested Marcy to either give him some release time from teaching responsibilities or assign an administrator to provide the group with needed leadership and support. Marcy said that she would look into the matter. After Jack returned to his office in the English department and began to document his request to Marcy in writing, he thought, "What if Ms. McDougall does not give me any release time from my classes or does not assign someone to help the group? How will this affect our progress?"
Now, four months later, Jack and Marcy were meeting again. This time, Jack almost got angry with Marcy but managed to keep his composure. "When the teachers first tried to develop cooperative projects between the English and the vocational classes, a real problem developed," Jack said. "Some teachers were doing the projects in their classes and some were not. I don't think the teachers thought the projects would actually be done. The English teachers took the projects more seriously, while some of the vocational teachers were less dedicated. As you know, I more or less served as the project coordinator even though I have a full teaching load and a number of other assignments. Also, I never had any authority over the cooperative effort. This has been your responsibility." Marcy, who was rapidly becoming quite uncomfortable, shook her head "yes," but remained silent.
Jack continued by saying, "The vocational teachers would come to me somewhat begrudgingly and rather angrily ask what they should be doing next. They would indicate that I was the one who should know all about the projects and what should be done. The English teachers had problems since some of their students came from various vocational classes, while others did not. Some students came to their vocational teachers with requests for information they needed for the projects in their English classes while others would not."
Jack began to raise his voice and talk faster. "Efforts to integrate among the English and vocational teachers are now at a standstill. No knowledgeable coordinator was ever assigned by your office to work with the teachers or follow up on the integration projects. Projects like this need someone in charge who is thoroughly grounded in the area. As teachers we have been shortchanged because no one has been assigned to work with the teachers, to see how the effort is progressing, and to check whether or not the students are coming to classes with needed information. All the teachers are now paying for the lack of project coordination. What are you going to do about it!"
2. What factors contributed to the problems with the integration project?
3. To what extent do you feel Jack's contributions to the project could have been greater? How might Jack's initial attitude have had some effect on his project coordination duties?
4. If you were a teacher elected by other teachers to provide leadership for an integration project, would you function in the way Jack did or would you do some things differently?
5. If you were the principal of Stanleyville High School, what would you have done to maximize the success of the project?
6. Why is quality leadership so important to the success of integration? Describe some of the leader attributes that administrators and teachers should have if they expect to lead others in establishing quality integrated instruction in a school setting.
As Bonnie and Joyce ordered their lunch, the integration concerns at Flatland began to unfold. "Joyce," Bonnie said, "I just had to talk with you and get your feelings about a problem that has developed in our school. You see, last fall I was not thinking when I scheduled the Applied Communications teacher, Jack Kingman, to teach regular English classes. At the same time, I assigned the Applied Communications courses to a new teacher, Melonie March, and asked her to get the materials from Jack Kingman and talk to him about how to teach the courses. Well, Melonie didn't have any inservice preparation to teach Applied Communications and the way she has handled the courses turned out to be a disaster. Not only is Melonie doing a poor teaching job, but she has failed to coordinate her teaching with instruction provided by the vocational teachers."
"So, what do you think about all this?" asked Joyce. Bonnie continued, "It looks as if I destroyed the good feeling Jack Kingman had about Applied Communications through just one scheduling maneuver. I also embarrassed Melonie March by not providing her with inservice education for Applied Communications. It was like helping her to fail. Instead of functioning as a leader, I simply did not think. I should have spent more time to ensure that Jack and Melonie worked together as the school year progressed. "That's very interesting," said Joyce. "Also," said Bonnie, "I should have introduced Melonie to our vocational teachers and arranged for them to plan joint assignments together. Maybe I never should never have taken on the extra assignment as girls basketball coach. It seemed like a good idea at the time, but the coaching sure gets in the way of my principal duties. Do you have any suggestions?"
Drawing from her fifteen years as a successful and highly regarded high school principal, Joyce provided some sage advice. "On the surface," Joyce said, "scheduling Melonie to teach Applied Communications without adequate preparation involved only her and Jack Kingman. Yet I can see that a lot of ground was lost by not providing a smooth transition of the Applied Communication teaching responsibilities to Melonie. What you did not only affected Jack and Melonie but other English teachers and vocational teachers as well. Of course, don't forget the students in the Applied Communications courses. They were the real losers." Bonnie thought to herself, "I hope Joyce can give me some advice to get me out of this mess!"
2. In your opinion, what contributed to Bonnie's problem with the integration process? In what way is her problem typical of what can happen to new administrators?
3. How do you think Jack, Melonie, and the English and vocational teachers felt about the situation that Bonnie described? Based on their individual experiences with integration, to what extent might each of them support further integration activities?
4. If you were Joyce, what advice would you give to Bonnie?
5. What should be done in the future to ensure that integration problems do not resurface in the high school?