ABSTRACT
Recently, we read about a so-called turnaround school in an urban district, where the principal was touted as a “superstar” for increasing test scores for two years running. When asked what his “secret” was, the principal replied, “Small groups and plenty of planning time.” However, in today’s environment, where Ownership Society reform is o en anti-teacher or teacher-proof, the superstar’s gi to the teachers assumes a rare quality that approaches the revolutionary. e point is that real change requires a high level of engagement, from teachers, parents, students, and the entire school community. Top-down
reform, currently being promoted by several big-city mayors and venture philanthropists, is not only undemocratic but ine ective as well.
