This really resonates, thank you; particularly the idea of experienced teachers watching initiatives, trends and ‘fads’ coming and going, bringing many a new educational phase.

It seems like a powerful example of how much of the real work happens beneath the level of formal reform. I’ve been very interested in this idea lately. I explored something similar recently around the idea of ‘bolt-ons’ and how initiatives are often absorbed into practice rather than transforming it. I think this would resonate very well with your piece here.

I’d be really interested to hear your thoughts on it. Do you see what you built as working alongside the system, or in some ways in spite of it?

Hope you don’t mind me attaching a link here: samuelkammin.substack.c…