School Reform
School reform or restructuring is a continual process. As individuals who engage in school reform we are constantly feeling the pressure of accountability from outside political and social forces as well as our own internal need to improve the way schools function. When we are engaged in the practice of responsive learning, the products of our labors are not tangible like industry. This confuses those of us who need tangible, concrete evidence. Since learning is our "business," our product is translucent, fluid and changing. There is no reason that reform efforts should function differently. Learning exists in the minds of the people who participate-the students and teachers. True learning happens when there exists a link between the heart, the mind and back into the heart. Many decisions are made beyond the scope of the learning practitioners that affect children, families and communities. Having all parties involved in these decisions is integral in insuring the s