I am proposing three issues that are of central concern if we are to become better educating students and move away from the repetitive churn of reforms and worn out language that masks the reality that little change is taking place.
What follows are three principles for impacting change culled from experienced observation of school reform by teachers, administrators, researchers, state leaders, and university faculty. Each category implies changes in the way that professional development and professional discourse has been carried out in the past. The first principle is the mechanism for carrying out the other two.
