Longer ago than I care to remember, I spent three years working for a Washington-based national education organization. I liked the people, enjoyed my job, and had the pleasant feeling that I was contributing to a worthwhile cause.
I also learned a couple of things. One was that professional educators love innovation, or at least the idea. Another was that there’s a vast education machine—not only schools and teachers but administrative bureaucracies, groups like the one I worked for, unions, producers of textbooks and other materials, university faculties, foundations, think tanks—for whom innovation is almost literally their bread and butter.
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