The director does wield direct influence over the principal whose role as facilitator of change has been clearly identified. The director of education, then, can have considerable influence in the classroom. This is particularly true during the implementation process when teachers are looking for direction, guidance and interpretation of intent of new curriculum materials. A situation has been recognized in science education where, at the secondary level 1, science is appropriate for a diminishing percentage of students entering first year university and even less when the entire population of graduating students is examined. The situation 1s seen as a failure to respond to changes 1n society.
Science is perceived as being kept in the hands of scientist and away from a public understanding.
Science teachers are seen as being guilty of perpetuating this science elitism. In 1981 a complete review of education in Saskatchewan was undertaken. In 1986 the report of the Core Curriculum Advisory Committee recommended that a core curriculum for K- 12 be initiated with science being one of the required core areas of study. Hart expresses optimism for how educators will define improvement to the current science education system. How the Implements and facilitators of this change define improvement may have considerable effect on this change.