Going to Scale and Maintaining Momentum Identifying successful programs in the American public schools is not difficult, the difficult becomes in transporting these practices from sides were there are invented and demonstrated to other side. Schools have the further difficulty of insuring that Sam practices, once they have been demonstrated, are maintained over the long-term or until more effective programs and practices, long to replace them. The maintenance of momentum of change seems to depend on the presence of the personalities that first initiated the change. The maintenance needs of the organization, although very real, must not be permitted overwhelmed development links. The capacity to maintain a custom direction.
Substantial change calls for changes in culture as well as structure.
It requires change in habits and traditions as well as in practices and procedures, in values and commitments as well as in rules, roles, and relationship. When a change begins to affect powerful interest groups, as always happens when changes real, biggest affection of these groups is too often viewed by the school in community leaders as a signal that the changes is ineffective, rather than as evidence that it is having predictable effects. The capacity to act strategically. Because these choices are future oriented, they are sometimes necessarily antagonistic to present short-term interest. As a result among school leaders are under constant pressure to abandon the strategic decisions entire immediate accommodation to present interest.