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instruction. Nevertheless, curriculum alignment and coherence can facilitate professional <br />development to address issues of instructional depth, conceptual understanding and <br />differentiation, and might greatly smooth the transition from elementary school to middle <br />school, providing a continuous process and substance that might diminish the decline in <br />mathematics performance in middle school. <br />We focus on this example of mathematics curriculum to indicate that decisions <br />about text adoption, curriculum and professional development are very complicated. <br />Preparation in the early grades in literacy as well as mathematics that represents skill <br />acquisition very simply and repetitively may support performance on early EOGs but <br />undermine later understandings and achievement. We do not make this point to second - <br />guess either district's choices or decisions, but to point out that central office leadership in <br />the disciplines is important if districts are to be apprised of the latest research, make <br />strategic and thoughtful curriculum decisions, and have the leadership to provide follow <br />through for classroom teachers. <br />e. Resources <br />Teachers <br />It is interesting to note that despite disparities in specialist support within the <br />school building and curriculum support emanating from the central office, responses of <br />teachers in both districts are quite similar on the Working Conditions survey conducted by <br />the state. We did not have time to interview teachers, nevertheless, our impression was <br />one of high morale across the two systems. <br />There is, however, a difference between the resources available for professional <br />development across the two districts. With adequate funding and central office leadership, <br />there are abundant opportunities for teachers in CHCCS. OCS teachers have both less time <br />and less funding to support their work. <br />OCS teachers receive $150 a year to spend on their classrooms. In some schools <br />the PTA provides another $100 -$150 to that amount. In some CHCCS middle schools PTA <br />provides $1,500 to each instructional team (usually 4 teachers.) <br />• OCS: District planned staff development is open to [X School) <br />staff. At the school level, we plan around issues, but moneygoes <br />fast. Beyond financial constraints is the issue of time: only so <br />many teacher work days. Y can make a penny a dollar, "but time is <br />hard to facilitate. <br />• OCS: Might as well say we have no money. Limited funds from <br />the state. Grade levels will choose opportunities,• send requests <br />through site based team. Sometimes teachers share a conference <br />(e.g. 2 g one day, Z the next.) Principal would love to be able to <br />CHCCS /OCS Final Report 76 <br />