The project sought to help participants redefine success. This meant moving beyond measures focused on overcoming obstacles to individual achievement to more systemic understandings of problems and strategies to address them.

The specific goals of the sessions were met when participants:

	Identified priorities, barriers, and concrete steps for action, including how to advocate for systemic changes within schools.
	Organized and ran the meetings.
	Explored theatre techniques for social action.
	Bonded and continued to meet and work together after the sessions ended.
	Experienced renewed confidence in their own capacity to advocate for change.

Time was a major challenge. It was especially difficult to keep the rounds from taking up too much of the sessions, as facilitators also wanted to focus on larger themes and incorporate techniques for reframing the analysis of problems.

Recruiting interested teachers proved difficult. Many do not live in the district and are not otherwise involved in community affairs. They were reluctant to commit the time to attend evening workshops.

Organizing the community forum was a major effort that promoted a sense of involvement between the workshop participants and the larger community. However, the community forum became the culmination of the project rather than a vehicle for building momentum. Insufficient was paid to questions about how to sustain a project that depends upon volunteers and foundation funding.