But most administrators receive little or no formal training in these skills. Principals need opportunities for professional development and for interaction with colleagues who are facing similar challenges. They need support from district administrators as they develop these facilitative skills. But according to Anita McClanahan, early childhood education coordinator for the Oregon Department of Education, mixing ages isn't the magic key to improvement. You have to change your methods of instruction.
Multiage organization facilitates the use of developmentally appropriate practices.
But teachers need opportunities to learn multiage instructional skills before classroom organization is changed. Where to begin is much less important than beginning well. It is best to build solid knowledge and skills in one area, then gradually move into other curriculum areas and add additional strategies. Most work equally well with single-age and multiage groups, and all ultimately connect and overlap. Organization can also be changed gradually.