Chapter 30

Navigating the Four C's: Building a Bridge over Troubled Waters

Ann Lieberman

• This chapter discusses the interrelationships of "the four C's"

1. The process of change
2. The culture of schools
3. The context of classrooms 
4. The content of the curriculum

• Lieberman suggests that instead of addressing these individually, as in the past, we must look at them as a unit.

Content

• What knowledge is of most worth? 
• What should schools teach?

Restructuring and the Culture of the School

• Here we must address differences among students, changing curriculum demands, and the engagement of teachers.
• "Teacher development is a vital part of restructuring, and is far more complicated process than previously thought" (pg. 351)

Teacher Unions and the Culture of the School

• When teachers participate in making decisions, the culture of the school begins to change.
• Changing anything about the school is difficult - WHY?
• There are no standard formulas.

Teacher Development and the Four C's

• Teachers need to be engaged in quality professional development that is practical to a teachers experience.
• We do this by giving teachers choices in professional development.
• Limit teacher isolation.

Tensions and Tradeoffs in School Restructuring

• Restructuring depends on many factors including who initiates the change, how the efforts occur, the history of the district and/or school, etc.
• We are isolated from the rest of the world ... and each other.
• We need to become excited about change and join in to avoid "boundary anxiety"

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