As I continue the work on Pedagogical Master Planning here at Unboundary’s studio, I engage blogging as a way to think out loud, test ideas, benefit from co-thinking with commenters, and connect dots with other educational leaders. Just this morning, @akytle, @LisaLpez1, and @HollyChesser/@SAISnews offered invaluable insights within this collective exploration and 21st century ethnography of school transformation (https://itsaboutlearning.wordpress.com/2013/03/27/it-works-in-architecture-and-urban-planning-it-can-work-in-ed-transformation-too-pedagogicalmasterplanning/). Now, @GrantLichtman adds what I see as an invaluable extension of our ongoing conversations and a critical intersection with the morning exchanges with Angel, Lisa, and Holly. Grant provides a strong “case study” of the work demanded by school communities, of school communities, and for school communities to embrace harmonizing the incredible efforts of administrators, faculty, parents, and students. It is transformation work that insists on collective sense making, systems thinking, strategic designing, and the requisite time and attention to engage in such adventure TOGETHER.