That takes more than policy, law, and regulation. It requires a lot of support and practice, not just now and then, but frequently and over time. A second lesson we have learned is that context matters. Reform cannot occur in an environment that is indifferent or hostile to it. No matter how much money legislatures and school boards appropriate for reform, and no matter how forceful the mandates for it, reforms that increase student achievement will not occur, except in name only, where educators do not translate reform into new and more effective practice.
Reform means difficult professional and perhaps personal change.
For these reasons it is understandable that educators welcome reforms that require more of others than themselves. Reductions in class size, more teachers, equitable school financing, full service schools, and new school buildings and safer schools are all essential, but they will not cause students to develop the knowledge and skills necessary to perform at standard. That will only occur as a result of more effective leadership at the school and classroom levels, and better teaching. We have learned that when principals and teachers feel the pressure of considered, coherent reform on the one hand, but the support of high quality staff development on the other, they are more likely to embrace rather than resist change in their practice. Indeed, they often become re-energized, believing anew in their ability to make a difference in the learning of their students.