Steve
Prigohzy - Director, Cornerstone
When
Cornerstone was born, we imagined somewhat naively that at the
end of four years any and every Cornerstone school would have
the capacity, the will, and the support to extend Cornerstone
principles and practice to their brethren-to be Foundation Schools!
Nice notion, even if
it ignored some of the realities of implementing reform-that
schools are at different stages of development and advance at
different rates of speed; that school districts face a multitude
of challenges (changes in leadership, fiscal instability, resistance
to change, etc.). While the length of time one travels it may
vary, the road to becoming a Foundation School is the same.
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Chasing
the Rainbow:
Nine questions to consider in planning for the future in
Cornerstone Schools
(and to make the hair on your neck stand on end)
I subscribe to a list
serv on which teachers and principals interact about working
to ensure that everyone in their schools and districts integrates
the most promising instructional practices into their daily work
with children. Though I don't have time to read the postings
every day, I have been more attentive recently as the members
have been "discussing" the deterioration of effort
(and results) they observe in the wake of new leadership at the
school or central office, district, state and Federal mandates
and other changes that seem to derail effective school reform
efforts. I read these postings with trepidation hopeful that,
in two or three years’ time, I won’t read postings
from Cornerstone schools, lamenting the regression they have
observed following the active stage of the project. I am hopeful
that our schools will be able to maintain the momentum for continual
improvement that has characterized them in the early stages of
the project.
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