One of the major pitfalls of systemic education improvement is this: Too many schools and districts begin a promising new initiative only to toss it aside before it has a chance to become part of the organizational culture and make a difference. Within this graveyard of discarded initiatives are thousands upon thousands of dollars spent on professional development, curriculum programs, innovative processes, and unfulfilled hopes for better student achievement.
In our never-ending quest to locate the next “shiny object” cure for our challenges, we sometimes overlook an important facet of school and student improvement that is fully within our control: the power to finish what we started.
Why do we so often fail to bring our many important initiatives to fruition? Part of the answer lies in addressing the fallacies that often form our belief system.