Consistent with research on school organizational capacity (Kruse et al., 1994; Newmann & Wehlage, 1995), the institutional climate supporting the demands associated with more dynamic instructor collaboration was essential for linking the NCTM Standards to integrated curriculum, teaching, and assessment. A shared understanding of purpose provided the grounds for establishing governance and management structures to foster a democratic climate where administration, instruction, internal/external support were considered all part of a harmonious whole. In this climate, professional development was more likely to be shaped by individual and program-wide needs relevant to communal goals. Unlike counterparts in traditional systems where hierarchical structures and compartmentalized interactions are basically the rule, instructors at case study sites functioned in the kind of professional communities described by research on effective school restructuring and development of career-oriented programs--that is, communities that foster reflective dialogue, peer feedback, development of shared expectations for students, collaboration, and understanding of the philosophical foundations of reform efforts (Bottoms & Sharpe, 1996; Kruse et al., 1994; Newmann & Wehlage, 1995).
Further, because collaboration may involve business and industry partners, mathematics and other academic instructors can gain valuable exposure to these external supports more familiar to vocational-technical peers. Also, collaboration facilitates an understanding of the different expectations for both academic/vocational-technical instructors, help clear stereotypical perceptions, and create an awareness of external influences affecting common goals (e.g., finances, government regulation, and public perceptions). An understanding of the whole picture appears to be an essential component of successful restructuring efforts, integrated mathematics work included (see Little et al., 1996; Newmann & Wehlage, 1995).