What - I arranged with each of the five cluster school principals to meet with their 4-8 grade teachers in the subject of language arts. We met in the afternoon. Each school was different. In each case, the principal introduced the opportunity and let me present a formal pitch (see related evidence) and field questions. I was under pressure to have at least 24 teachers in the program. The teachers were under pressure by the principal to participate because they would received equipment benefits. In the end, there were 34 teachers who raised their hand to commit to the three year program. After these volunteers were accepted into the program, I had room in the budget to bring in another dozen teachers from outside the cluster. I opened it up to a group of teachers I had worked with for the past three years. This group is known as the Technology Support Team. It is composed of principal appointed site technology representatives.

So What - This artifact is especially important for me to present because it radically changed my view of reform projects, particularly as it applies to changing culture and sustainability. New research is point to the value of the classroom teacher in student performance. In my tension to capture 24 teachers and the principals zeal to capture new equipment, I oversold and idea with glamour and dimmed the cost required to make a successful candidate. I did not need a warm body, but someone who shared the same passion for teaching with technology or at least the excitement to learn about it and practice it.

Standard #2 is all about creating an environment where professionalism thrives. In this grant, I had the prime opportunity to pick an allstar team; instead, I opened it up to players off the street who were attracted to the glamour of the project and not its soul. I lost a some of integrity that day and struggled to make it up as we went along.