Posted on: May 02, 2002 at 1:22 PM
Many "systemic reforms" are actually subject-specific: the State Systemic Initiatives were math or science, the LSCs are math or science, other districts are engaging in a literacy-centered reform, and so on.
It seems to me that this tends to create a dilemma for the district: the science faculty (let us say) forms itself into communities of learners, and these are linked to a teacher PD system of some kind across the district. Meanwhile, the history or foreign language departments are not doing anything of the kind.
In the interests of program coherence, you'd expect that many districts in the end woudl eliminate the anomalous (new) program -- Doesn't the "divided mind" of a district pose the greatest challenge to LSC-type innovations?