When School Reform first began in 1988, I participated wholeheartedly in the reform activities, committees and training. As a 12-year teacher, I’d had my share of bad experiences with a bloated central bureaucracy, dictatorial principals, poorly designed curriculum and inadequate teaching materials, and I hoped to be part of the solution for improving schools. From my perspective as classroom teacher, improving schools meant improving instruction and student learning. Ten years later, these two things are still what matter most to me.
