The principal's role has also changed, as she has become more involved as an instructional leader. She reports that every day is project-based and that every day involves problem solving. Interdisciplinary approaches are evidenced by teachers who use an historical approach to English and incorporate writing in math classes. Teacher portfolios, lesson plans, and expeditions are institutionalized. Teachers commented on the high level of faculty support for the design and indicated that Expeditionary Learning had made significant contributions to classroom changes such as cooperative learning, classroom design, student exhibits, portfolios, journal writing, and improved use of language.
All teachers support authentic assessment.
There was consensus that Expeditionary Learning drives the school improvement plan, and that the quality of student work has improved. Closing remarks by teachers focused on teacher empowerment and total school improvement since design implementation. Other improvements cited by teachers included students taking great pride in their work, improved communication among teachers, enhanced self-esteem among students, and improved attendance. The principal reported that 50 percent of children's daily activities occur in cooperative groups, that children are acting better and are engaging more in learning, and that teachers were beginning to enjoy this type of teaching. The Expeditionary Learning design has become the school's improvement plan.