• The teacher is an early adopter of other reform programs and is therefore experienced
and comfortable with risk-taking and overcoming small or large obstacles common
in new innovations.
• The teacher enjoys a great deal of flexibility and autonomy in decisions over pedagogy
and curricular implementation, including less pressure from standardized tests or
curriculum objectives than is present in most urban schools and/or schools at risk for
school failure.
• The teacher has key support structures in their building, including strong administrative
and technological supports.