In chapter 7, Palmer examines some of the practical aspects of a movement for change, and the stages a reform movement might typically go through. I found this account generally accurate, particularly in it's emphasis on the need to safe harbors or training grounds for people to come together and develop their position and skills. These can potentially be seen in teacher associations, or in professional development groups. Many teachers are also involved in peer groups at their churches, which are not related to teaching in particular but which could provide moral support for some of the issues that come up when teaching.
This outline for changing an institution gives hope for the possibility of reform -- our schools are clearly in need of help, and it is possible for things to improve if people who are serious about change work together in community to bring it about. I largely disagree with Palmer's educational model however, and I still find myself wondering exactly what reforms are needed and what an effective educational system would look like. I have some ideas based on the many classes I've taken and what I've tested out in the classroom, but they are mostly practical techniques rather than a comprehensive philosophy.
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