Research on how to measure the success of educational innovations is lacking. However, a form of analysis called "organizational frames" can be used to study organizational change in schools. This approach was used to evaluate British Columbia's "Program for Quality Teaching" (PQT). The organizational-frames approach identifies four aspects of organizational life: bureaucratic-structural, human resource, political, and cultural symbolic. This framework is well suited for understanding schools because it stresses the human resource and symbolic frames. PQT was a peer consultation program that incorporated observation and feedback. Teachers improved their teaching by observing colleagues and providing feedback. PQT's growth and survey results indicated the program was successful. There was not a strong bureaucratic-structural aspect because the program did not seriously disrupt the teachers' schedules. However, PQT was profoundly political and was tied to the struggles between the teachers' union and the government. The symbolic and cultural aspects of PQT were visible to school staff and had several dimensions. The cooperation required by the program demonstrated that administrators and staff could work together. PQT also fulfilled human resource needs by serving as a professional-development program. (Contains 19 references.) (JPT)
Revision of a paper presented at the Annual Meeting of the Canadian Society for the Study of Education (Kingston, Ontario, Canada, June 2-5, 1991).