In Accelerated Schools, by contrast, a governance structure funnels those ideas through a democratic decision-making structure. At Edison, every idea involving schoolwide issues goes to the steering committee and, if appropriate, on to a small working group that looks more closely at the issue. Ultimately, the school as a whole makes all decisions. This governance structure serves as an important means of ongoing communication, a built-in monitor of how well the school has internalized the philosophy and process, and a continuous source for feedback and input. Edison Principal Gene Chasin says he views this approach as a welcome change from the days the entire responsibility was on his shoulders.
Ongoing assistance is crucial to overcoming challenges .
The trainers work with schools regularly and help develop networks among schools and a base of support in the central office. Trainers themselves are trained in an extensive eight-day workshop at the National Center at Stanford. Our project members continue to encounter challenges that hinder progress, such as finding time for the many meetings and activities needed, maintaining momentum, and building the district support that schools require to sustain change. Nevertheless, our experiences have shown that it is possible to create an environment and school culture that invite risk-taking, experimentation, and collaboration, which in turn transform teaching and learning. References Brunner, I. and W. Hopfenberg.