The power of the cadre model used at Tri-County Education Service Center #10, Channahon, Illinois from 1986-1996 was identified by its synergy, cost-effective entrepreneur activities, and the tremendous educational renewal and restructuring results. These Cadres accelerated the change process by developing the local leadership skills needed to identify concerns, explore and pilot solutions, validate results, and disseminate knowledge, skills, and a positive attitude. They were on outgrowth of Executive Administrator Judy Judy’s vision of moving schools into the informational age by empowering the talent of the regional educators. Having experienced the impact of the turnkey training systems used by the National Diffusion Network, Judy knew that there was power in turning over the keys of a program to others. The ripple effect results in knowledge being disseminated. Thus, the cadre model allowed this intermediate center to provide 400 services and programs with a professional full-time staff of five.

In 1988, Dr. Charles Wolf conducted an impact study on the effects of cadre participation on individual members and the school districts in the Tri-County area. Cadre members:

82%	felt that they had developed a better professional attitude than their peers.
94%	said that Cadre participation has contributed to their personal growth.
82%	said that they have learned how to measure teacher effectiveness.
90%	said that input by Cadre members can change the decision-making process in their school; in other words, it is not all top down.
82%	felt that their knowledge of effective teaching practices had increased.
70%	felt that their cadre involvement had helped prepare them for advanced educational opportunities.
92%	said that they found cadre experiences rewarding and enjoyable.
86%	felt that their teaching skills had been enhanced by their involvement.
90%	felt that their leadership skills had improved.
80%	felt that commitment to teaching had been reinforced.
74%	have noticed an improvement in the learning climate of their schools.
60%	had mentored new teachers in their own schools.
64%	noticed less isolation in the teachers of their districts.
76%	noticed improved staff communications.

In another research of the cadre model, Dr. Paul Baker noted that “school improvement is more than individual inspiration or the lonely work of solitary leaders. The link between leadership and school improvement begins with collaboration and the creation of internal and external networks. From the results of this impact study, it is evident that the cadre program has a unique and important role in the ongoing education of teachers in the area served by Tri-County Education Service Center #10.

During Judy Judy’s leadership, the ESC remained committed to this model of teacher and administrator networking and staff development and promoted it as a viable example of how teacher/administrator updating can be done in a cost-effective manner

.Why join a cadre?