ABSTRACT
Over the fifty-eight years that I have been engaged in public education, as a student or professionally, I have observed or taken part in several fundamental shifts in national educational policy. Each wave of reform washed over the educational establishment as a Tsunami, creating major streams of action as well as backwaters of inaction or delayed action. Each of these shifts created its own bureaucracy and established new operational rules for educators. Each came with new terminology, concepts and acronyms. Each shift required a steep learning curve until it became more fully integrated into the ongoing process of public education.
