Risk taking is by its very nature a challenging and intimidating process. An organization might say that it wants risk takers to lead its organization to find that their definition of risk taking is very different from that in a leadership position. The main mission of the organization is decisive regarding the type and characteristics of the risk taken. A school with a mission to graduate remedial dropouts would most likely not want a leader who implements traditional teaching methods and curricula; it is one of the determining factors of failure for students. Empowering students to succeed requires a commitment to accomplish what wasn't possible before. Non-traditional curriculum; Teaching methods that differ from those typically implemented and collaboration with peers who test what works are significant for measuring and achieving risk in a high-risk environment. The answer is the one that accomplishes the mission; all ideas and concepts presented and carefully vetted will distinguish success and failure. A level of comfort with risk taking is endemic in schools experimenting with their definition of success. By comfort level, it is the level of risk measured with respect to achieving the academic program. The community has an active role in determining the risk schools will face; Conservative communities are less likely to attempt change that affects what everyone perceives as an outcome, while progressive communities will achieve change through risk that is seen as radical or trend-setting. Core values, or the beliefs and systems held by the community and school, also determine academic risk taking in a school. Beliefs held by a community are difficult to change; where......middle of paper......proquest.com.proxy1.ncu.edu/docview/212306739?accountid=28180Horn, RA, Jr., & Carr. AA (2000). Delivering systemic change to schools: Toward professional development through moral conversation. Systems Research and Behavioral Science, 17(3) 255. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/196857460/135C6A2B5835F851A63/4?accountid=28180Lakomski, G. (2001). Organizational change, leadership and learning: culture as a cognitive process. The International Journal of Educational Management, 15(2), 68+. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/229144004?accountid=28180Short, P. M., Greer, J. T., & Melvin, W. M. (1994). Creating empowered schools: Lessons change. Journal of Education Administration, 32(4), 38. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/220458776?accountid=28180