Abstract
This article will focus on a collaboration between two urban intermediate schools and the Graduate School of Bank Street College of Education. The collaboration took place over a four year period and focused on bringing about changes that would enable the schools to better serve their student bodies. The plans and processes varied in each school based on the needs as perceived by those involved. In order to reform schools and support systemic change, there must be a change in teacher beliefs and attitudes about teaching and learning. Our work suggests that there are bureaucratic and cultural supports that need to be in place to bring about change. These include 1) time for teachers to talk together; 2) administrative support; 3) a structure that supports variety and innovation; 4) allowance for design changes; and 5) district support and flexibility.
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