Education and Community: The collective wisdom
of teachers, parents, and members of our community.


Edmonds goes on to cite Weber's 1971 study, Madden, et al 1976 California study, a 1974 New York State Office of Education Performance Review publication, Brookover and Lezotte's 1977 study of school effects "Changes In School Characteristics Coincident With Changes in Student Achievement", and his own research, "Search for Effective Schools: The Identification and Analysis of City Schools That Are Instructionally Effective for Poor Children." What was significant in his findings of these readings was that "schools share a climate in which it is incumbent on all personnel to be instructionally effective for all pupils." In answering the question of what makes for an effective school he summarizes that it is a tyrannical principal, a self-generating teacher corps, or a highly politicized Parent Teacher Organization. No single model, he warns, is the answer, and "fortunately children know how to learn in more ways than we know how to teach thus permitting great latitude in choosing instructional strategy." (Edmonds, 1979, p.32). With his concept of being committed to finding strategies that do work, I see telementoring as being a method to help all children learn. Telementoring brings in the sorely missing community element which will make for effective schools. Not only the immediate community of the school, which may be resource poor, but the "virtual" community which is resource rich. Telementoring will satisfy his idea that "we can whenever, and wherever we choose, successfully teach all children whose schooling is of interest to us." Edmonds, 1979, p.32).