Underinvestment appears to pertain to our cases. Inservice education often was terminated too soon. Inadequate steps were taken to create a climate of collaboration in some cases. Not enough teacher time was invested in helping students re-negotiate a new student role. The principle for this situation is to hold the vision and invest what it takes to make it work, such as more funding for inservice education, changes in course scheduling to provide more time for team planning, and more teacher investment of instructional time in helping students to acquire a new role.
Systems thinking is an important key to understanding and effecting educational reforms.