Gathering Speed
Beginning at the District Level
These are logical steps in a progression of implementing process education:

• Establish a philosophy of education consonant with relationship and process * Determine the components which will be used in classroom
• Develop support for the program and training in skills which will be necessary for implementation
• Include educating and training of the community
• Assist the school board to develop clear guidelines about the recommended changes
• Provide financial and emotional support for those involved in the change
• Establish methods for resolving conflicts which arise from implementing new concepts
• Link parents to the program and keep them involved and informed
• Provide a method for monitoring changes and ways to retrain when changes are not taking place as planned
• Assess product content to be certain that meaningful and necessary information is being taught and assessed
• Determine elements which will be included as part of the process domain and establish developmental guidelines for implementation
• Define the parameters for a teaching/learning relationship and provide training to those educators who are uncomfortable or lack knowledge about interaction with students and peers at the relationship level
• Set up means to facilitate change, including technological advances
• Develop a teacher professional peer review process as an internal method for increasing professionalism of teaching, internalized growth process, and to show understanding of the importance of empowering teachers and students, of moving from administration as controlling agent to administration as supporters and facilitators.

The changes suggested will not work as a Band-Aid or a small procedure with local anesthetic applied. To provide the type of education which will encourage the growth of responsible adults and assist in true human development, we will need to adjust our philosophy, reconstitute our discipline and classroom management, establish new guidelines for what constitutes valuable use of educational time. We will find ourselves revitalizing the reporting system to parents and the community and recognize the power of asking students to be involved in the monitoring and reporting of their own progress.
We will find that students are one of our most powerful assets in the classroom and become excited about the roles they take in accelerating the healthy development of relationship as a valued function of education. Certainly it will be a delight to have them realize their potential for loving education and looking forward to each school day unlike many of our consumers of the past.

The global overview or perspective of implementing a process / product curriculum which focuses on the teaching and learning relationships has been suggested. It requires the work of the entire learning community if implementation is to be complete and consistent. If, however, a teacher becomes interested in trying the ideas on a smaller more personal scale - implementation in one classroom - there are guides and steps that would allow this to occur. In those schools where this has been effected on a classroom by classroom basis, certain situational arrangements proved to be important.

Those other educators in the school with whom the teacher works need to be aware of the process curriculum.

Parents need to be told, usually by letter, that the students will be involved in a proactive classroom setting and that their child will be expected to take responsibility for learning, and then parents need to be encouraged to participate and stay abreast and involved with progress.

Grading philosophy needs to be altered at least to the extent that the students are involved in monitoring their own progress and the emphasis on mastery of skills and competencies becomes more important than competitive ranking.
Achievement tests can be given and students can be expected to outperform those of equal ability who are not involved in process education, but there needs to be a clarification that the achievement tests are not giving a valid, reliable or responsive measure of student achievement, teacher expertise or true educational competencies.
The following models provide a developmental sequence for the seven areas of process education. These charts have been organized to include a cluster of related skills and concepts. They are also meant to be developmental and "catch" a typical student's quest for initiating and working energetically toward acquisition of the skills as a set of personal abilities at the approximate grade levels listed. The charting is neither inclusive nor exhaustive. Instead, it is a beginning point to spark excitement and generate a more thorough scope and sequence in each set of skills. These can be adapted for each classroom and district setting.

Engage!
If this is such a good idea, why didn't we do it before? This is an exciting part of the concept. We have been doing it, and in some cases we have been doing it very well. We have not been getting credit for teaching process and have not given students, past or present, name recognition of its presence or an understanding of its vital place in their lives. In fact many times students have seen it as a ";by the way" outcome and not given education full credit for the impact it has had in their lives.

In addition, we have not been actively providing training or guidance in areas of process or relationship to educators. We have not been testing for its presence in the curriculum, so we have not been accurately reporting gains. Since it was not tested, many educators discounted or failed to recognize the inherent value. Nevertheless, relationship and process education have existed to some extent in every classroom.

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