THERE ARE DOZENS of individuals who have contributed to this effort. Here, we recognize some of the key people who made this book possible.
Lawrence Ineno was our editor. He supported us in the development of a process for writing together. Although his professional background differs from ours, he shares with us common points of view. First, we both believe that students must be the top priority in all decision-making. Second, we hold strongly that there is a need for educational change to be allowed to flourish. Lawrence inspired us, allowed us to explore, helped us insert self-discipline into the process, and at times, mediated. A previous bestselling author on his own, he understood the role this book would play in advancing the chartered school movement and kept our feet to the fire until we fulfilled the vision for the work.
Board members and key advisors to The Charter School of San Diego and its affiliated schools called for formal documentation of what we learned. Our initial assignment was to improve our strategic planning by investigating where the future was taking chartered schools. Later, as we presented our results and understood that other people wanted to know more, they asked us to document our personal insights in the form of a book. Thanks to Eric Premack, Jed Wallace, Ted Kolderie, Senator Gary Hart, Leendert Hering, RADM (Ret.), Alfred Ferris, Jane Gawronski, Barbara Peluso, Vicki Barber, Arlene Gluck, Gregg Haggart, Jim Hernandez, Tim Morton, Joseph Watkins, Jennifer Montgomery, Roman Rubio, and David Quezada for their futuristic vision of what is possible and to deceased friends and advisors Pat Hyndman, Mark Fingerlin, David Nuffer, and John Nersesian.
Never-ending sources of support and inspiration began with our dear friend and colleague Lynne Alipio and Leadership Team members Tim Tuter, Tiffany Yandell, Jackie Robertson, Debora Giaquinta, Arline McGowan, Stephanie Starr, Wade Aschbrenner, Alissa Tuter, Rachel Thomas, and Gail Levine. In addition, we thank Alina Nuno and Angela Neri, who are among the hundreds of instructional leaders and support staff that make up the Altus Schools community.
These individuals are classic examples of all that is good in the chartered school movement. Collectively, these people and those that came before them have positively influenced over forty-four thousand student lives over the course of twenty-four years.
The interviewees played a critical role in sharing their perspectives, engaging in the highest level of honest and direct dialogue, and challenging us when they had a different view. They were the best part of the entire process. With many, we left so enthralled by their comments and the aha moments we experienced that we talked for hours and hours about what we had heard. Even today, very often we share some of the most memorable times—always with the greatest respect and appreciation.
No matter what their perspectives, we engaged a broad list of some of the most impressive professionals in the country. Whether they were senators, assembly people, superintendents, university professors, community activists, parents, students, lawyers, authors, chartered school association leaders, mayoral office staff, school principals and leaders, teachers, organizational heads of all kinds, school board members, state board and commission members, or school, district, and county leaders and staff, this endless list of people left an eternal mark on our thinking. They were interested and even curious about our findings. Our next book will center on many of them and our takeaways in terms of change-oriented leadership. Thanks to each one for sharing his or her time and energy and—most of all—for taking a chance with us.
We must recognize our families. Our spouses and our families have been the greatest support when it seemed a daunting task to even contemplate an end to the work.
Last, in our travels, we met the kindest of all people. Everywhere we went throughout the country, we experienced the United States of America at its finest. Gracious and thoughtful, everyone along the way was attentive and supportive. We were always received with respect and courtesy. When they asked, we shared that we were in the midst of an investigation to see what was happening with educational reform. They all had an opinion to share, and they all truly cared about kids and what their schooling would mean to their futures and the future of America. These people must be given an attentive ear. They know a great deal, and their expectations are worthy.