According to researchers Herriott and Gross in their book "The Dynamics of Planned Educational Change," educational innovations fail because administrators (1) fail to diagnose problems correctly, (2) fail to anticipate and resolve implementation problems, (3) adopt an "ad hoc" approach to educational innovation, (4) accept uncritically widely publicized innovations, (5) do not use monitoring and feedback mechanisms, (6) fail to develop adequate plans emphasizing short term and long term goals, and (7) do not provide necessary leadership. These administrative shortcomings have a particular impact on innovations in writing instruction. However, the National Writing Project has avoided these failings because it is teacher centered. Thanks in part to this project, teachers are now teaching writing in a way that gives the composing process a chance to work. This positive momentum can be maintained by learning from the lessons of the educational innovations that have failed. Goals based on those lessons include cooperative leadership from principals and supervisors, careful diagnosis of problems in writing, a long term plan for writing improvement, staff development, and active involvement of all teachers. Such goals will eliminate educational faddism and dogmatism by emphasizing the tacit knowledge of experienced teachers. But these goals also require that all faculty work together, and that writing teachers continually renew their personal and spiritual resources. (HOD)