At What Cost?, I describe how, too often, schools readily turn to outside experts for solutions to their own identified challenges. In so doing, schools deprive themselves of the opportunity to work together not only to frame the specific nature of their own school’s challenges, but also, to generate their own solutions. Moreover, by turning to outside authorities, schools deprive themselves of the opportunities to grow and develop—to adapt—into their own real and lasting changes. While there is certainly room for outside consultants to help guide schools through their own adaptive processes,
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SOlve internally
