Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning

Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning

Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning

Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning

Synopsis

According to author Mike Schmoker, there is a yawning gap between the most well-known essential practices and the reality of most classrooms. This gap persists despite the hard, often heroic work done by many teachers and administrators. Schmoker believes that teachers and administrators may know what the best practices are, but they aren t using them or reinforcing them consistently. He asserts that our schools are protected by a buffer a protective barrier that prevents scrutiny of instruction by outsiders. The buffer exists within the school as well. Teachers often know only what is going on in their classrooms and they may be completely in the dark about what other teachers in the school are doing. Even principals, says Schmoker, don t have a clear view of the daily practices of teaching and learning in their schools. Schmoker suggests that we need to get beyond this buffer to confront the truth about what is happening in classrooms, and to allow teachers to learn from each other and to be supervised properly. He outlines a plan that focuses on the importance of consistent curriculum, authentic literacy education, and professional learning communities for teachers. What will students get out of this new approach? Learning for life. Schmoker argues passionately that students become learners for life when they have more opportunities to engage in strategic reading, writing with explicit guidance, and argument and discussion. Through strong teamwork, true leadership, and authentic learning, schools and their students can reach new heights. Results Now is a rally cry for educators to focus on what counts. If they do, Schmoker promises, the entire school community can count on unprecedented achievements.

Excerpt

We have operated under the BIG LIE for too long.

—Loren Penman, a Pennsylvania school administrator

Effective teaching is quite different from the teaching that is
typically found in most classrooms.

—Allen Odden and Carolyn Kelley

Improvement “takes recognition of and moral outrage at ineffective
practices.”

—Roland Barth

We must overcome the awful inertia of past decades.

—Michael Fullan

Having an above average teacher for five years running can
completely close the average gap between low-income students
and others.

—John Kain and Eric Hanushek

The question is not, Is it possible to educate all children well? but
rather, Do we want to do it badly enough?

—Deborah Meier

Place a good person in a bad system, and the system will win
every time.

—Seymour Sarason . . .

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