Too many project leaders will skip over this step to their later regret, as mediocre products can easily result. There is always some danger that tradition may undermine good results. A long history of topical research projects, for example, can lead to the development of units which are little more than 1950s assignments dressed up in electronic threads. As a team moves through the planning and development stages, a lead teacher or supervisor with strong program skills should hold periodic conferences with the team at key points to help them stay on track and maintain quality. Especially for those who may be working for 3-5 days, it is foolish to allow several days to pass without providing feedback and support.
Checkpoints help ensure that forward movement is productive and appropriate.
In addition to providing adequate time, the next most important resource for teachers is knowledge. These may be internal or external consultants but providing broadened perspective is their prime purpose. A high level of quality must be reached before a unit is released for publication and classroom use. A leader or a committee with good skills, knowledge, tact and authority should work with each team to make sure they understand what is required before the work is approved for implementation. This is not an easy task because it may cause hard feelings to suggest that a group has more work to do.