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The key to understanding why effective rapid training is possible is the existence of constraints. When you prepare a teacher in a four-year college program, that teacher could go many different directions, including urban or suburban schools; public, public charter, religious, or secular private schools; different types of school districts, different teaching philosophies, etc. In many cases, the specific school or program where the trainee will teach is known ahead of time. They are given one primary way to do most things, not simply exposing trainees to a common set of methods. The purpose is not to prepare them to teach anywhere -- it is to teach here, right now. Since general education (high school, often college) is assumed for admission into the RTT programs, only the teaching-specific, at-this-school-specific knowledge and skills are necessary.

This insight, emphasized by my advisor, had also changed my core deliverables. If the key to RTT was specificity to the specific task, there was no way to create the ultimate RTT program from the best components of each. I kept the common core components, not as a ranked list, but instead as a grab-bag that may have value to people creating their own programs. The criteria for ranking components was dropped, but this insight was transferred into the guide for developing an RTT program.