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_ Because organizations only improve«
³where the  is told and the brutal
facts confronted´
Jim Collins

³We must overcome the awful inertia of

past decades´
Michael Fullan
2rutal Facts
_ Vnly about 50% of students who enter
college ever graduate ± primarily because
·
)** + +,.
Haycock; Conley

_ Vnly *+i

  students

are adequately prepared for college.
³Understanding University Success´
Center for Educational Policy Research

_ Vnly 7% of low-income students will ever

earn a college degree.
Haycock
2rutal Facts

_ ³The | ach r Eff ct makes all the

other differences pale in comparison.´
William Sanders

_ Five years of effective teaching can

compl t ly clos th gap between
low-income students and others.
Marzano; Kain & Hanushek
|h R al Opportunity«
_ ³Most of us in education are mediocre
)-. ")
at what we do.´
)
. ")+
Tom Wagner
Harvard Graduate School of Education
")")
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_ Ev ry study of classroom practice
reveals that most teaching is
mediocre²or worse
Goodlad; Sizer, Resnick; Powell, Farrar & Cohen;
Learning 24/7 Classroom Study
˜
IS MOS| |EAC ING
MEDIOCRE?
_ The administrative superstructure of
schools buff r t aching from
outsid insp ction.
Richard Elmore

_ aou can¶t
p ct what you don¶t

insp ct.
Peter Senge
2RU|AL FAC|S

_ =espite hundreds of initiatives,

programs and plans, we still DO NO|
INSPEC|:
1. WHAT is actually taught (essential
standards)
2. HVW WELL (effective lessons/units)
Gordon; Elmore; Marzano; Tyack & Cuban;
Hess; Berlinger
EFFEC|IVE LESSONS AVE:
&#+
_ A clearly stated standard ))
_ Teacher examples (modeling)
_ Whole group practice
_ Partner practice %
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_ Individual practice ")#"),
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_ Assessment
_ Adjustments based on the assessment
results
FIRS| | INGS FIRS|:
IMPROVE INS|RUC|ION
_ Replace ³IMPRV EMENT PLANNING´
with a focus on ³IMPROVED
|EAC ING´ through learning
communities. &
&"
_ VIA2LE CURRICULUM
_ Start with high l v rag
opportunities, literacy instruction
LEARNING COMMUNI|IES: AN
AS|ONIS ING CONCURRENCE
_ ³Professionals do not work alone;
they work in t ams«to
accomplish the goal± to heal the
patient, win the lawsuit, plan the
building.´
Authur Wise: Teaching Teams: a 21st ± Century
Paradigm For Vrganizing America¶s Schools
å First: Adopt ³Simple Plans´ to
create & sustain LEARNNG
COMMUNI|IES
å DA|A ± driven (academic priorities)
2 GOALS: that are measurable/tied to
an assessment
3 |EAM˜ORK that produces short-
term assessment results
«Anchored by a GUARANTEE= & IABLE
CURRICULUM
 DA|A DRIVEN PRIORI|IES
1. SET measurable, annual goals
2. I=ENTIFa lowest ±scoring
standards from ASSESSMENTS
3. USE formativ ass ssm nt
data (measurable results from
lessons)
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_ )*"#"
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students are retained, assigned to
special education, given long-term
remedial services and why they fail
to graduate from high school.´

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2RU|AL FAC|S; GOLDEN
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˜RI|ING IMPOR|AN|?
$ Writing is the litmus paper of
thought«the very )+
"), Ted Sizer

$ Writing aids in cognitive development

to such an extent that the **
+ >) 
)1without the
use of some form of writing.
Kurt and Farris 1990
2RU|AL FAC|S
$ ³For all its unparalleled cognitive
benefits, little or no real writing
instruction takes place in the
regular classrooms.´
Kameenui and Carnine

We don¶t i writing«we make

writing assignments.
K-å2/COLLEGE SUCCESS
$ Analytical READING
$ Persuasive ˜RI|ING

Vnly 3å
of college graduates can

read a complex book and extrapolate
from it.
National Center for Education Statistics

Vnly 2â
write at the ³proficient´ level;

â
were rated ³high´
NAEP study
FOR S˜IF| DRAMA|IC
IMPROVEMEN| FOCUS ON:
$ TEAM-BASE= Professional Learning
Communities
$ GUARANTEE= and IABLE
Curriculum
$ RA=ICAL changes to literacy
instruction
With CELEBRATIVN of E ERa

SMALL ˜INµ
˜
2O| ER?
$ With an average teacher = 30-50
percentile gain in 3 years.
Marzano, Sanders
The question is not, ³Is it possible to
educate all children well?´
2


=o we want to do it badly enough?´
=eborah Meier