What is the purpose of public education?
What does it mean to be an educated person?
And, who are the stakeholders?

• On the purpose of public education: (RT = 00:30)
  “To prepare young people to become productive, responsible citizens of the society.”
• On the educated person: (RT = 00:26)
  “To be open to ideas?to be able to appreciate the perspectives and ideas and needs and values of other people.”
• On stakeholders in education: (RT = 00:07)
  “The stakeholders are really all of us, individually and as a society, more than ever before.”
• On the economy and education: (RT = 01:50)
  “Your best chance to live in safety, to live in peace, and to be productive and competitive economically is to have enough people who are willing to participate in our economy.”
• On social problems in today's society: (RT = 00:43)
  “The social problems that we have today?are really the result of our failure to invest in community, families, and schools.”

I don't know that we've ever valued learning in the schools in this country. I wonder what kind of new experience would we find if we really valued learning?

• On the value of learning: (RT = 00:58)
  “We can't be sure of the payoff for learning in the future.”

What are some promising practices that you see in the area of school reform?

• On promising practices in school reform, and the School Development Program: (RT = 00:47)
  “We hope that our own School Development Program?will make a difference, where we focus on child development.”

Why don't you tell us a little bit more about the School Development Project?

• On his family upbringing: (RT = 01:19)
  “I'm from a low-income family, and yet it was a well functioning family that gave us all of the experiences we needed to meet the expectations of the school.”
• On his work in schools and child development: (RT = 01:33)
  “It was in that training (public health and child psychiatry) - and also my experience - that made me realize that you have to change the conditions, the climate, of the school.”
• On why kids do well or badly in school: (RT = 00:34)
  “They do well, in part, because people care, and they're relating to people well.”
• On teachers: (RT = 00:24)
  “We were hearing, when we went in that the teachers don't care, they're not smart, they're not able, they're not working hard -that wasn't true.”
• On parents: (RT = 00:26)
  “We heard that the parents didn't care, that they really weren't interested in the education of their children ? but they do care.”
• The keys to changing conditions at a school: (RT = 01:57)
  “If you change the climate, the conditions at the school, and the children are ready and able to learn.”
  
• On overcoming problems as a team: (RT= 01:02)
  “When they work as individuals, the assumption is that the problem is with the kids, or the family ? often it's not.”
• On the three mechanisms for change: (RT = 00:25)
  “It was those three mechanisms that allowed for change: our parent group, a school-based management team, and the support staff.”
• “We had to have guidelines that allowed people to think and work differently.”
  ? “No fault - we must focus on solving the problem.” (RT = 00:29)
  ? “Second was consensus, based on what's good for kids.” (RT = 01:21)
  ? “Third is what we call 'no paralysis' but really means collaboration.” (RT = 00:31)
• Why using the nine elements allows every school to look different: (RT = 00:25)
  “The creative approaches to solving the problems and addressing the opportunities grow from within.”
• On trust and mutual respect: (RT = 00:24)
  “It's in that environment of trust and mutual respect that young people can identify with all the adults, can identify with the positive attitudes and expectations in the program at the school.”