1. We administer a questionnaire with 11 questions to all educators at the beginning of their participation in our process.
2. At the beginning, midway, and at the end of the first year, we administer an instrument that reveals shifts in the extent to which teachers are learner centered in outlook.
3. We periodically ask for, and evaluate, teacher self-reports. They are responses to three questions. This is a very simple application of action research.
4. We meet with groups of teachers throughout each year of our work together, and take notice of a variety of behaviours that reveal both their degree of involvement and the shifts they are making. These include, but are not limited to:
- Teacher absenteeism, renewal and enthusiasm;
- The types of questions teachers ask;
- The extent to which teachers talk about learning and their profession;
- The stories teachers tell of what happens in their classrooms;
- Their capacity of teachers to listen to each other and non-teaching staff; and
- The capacity of teachers to reflect on their own learning, take risks and deal realistically with results.
5. At the beginning and at the end of the second year, we administer an instrument that reveals the pattern of instruction and the extent to which teachers are becoming learner centered in practice.
6. We continue to use self-reports, combined with observations that we make when groups of teachers meet with us during the year.
