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

I've been in the classroom, both traditional public high schools and a high-performing charter school that puts many of this author's suggestions into play. I don't think many teachers will like what he says because too many of us too quickly say it can't be done. Maybe it's not as easy as one might think this author suggests, but in my experience, what he says is true. There is no real leadership in schools and the really good teachers aren't afraid to be accountable. If we're to be treated as professionals, we have to take action and be leaders in the national initiative to change schools. We can do it, but not as the schools are currently set up. Schmoker hits hard on the current realities in schools, but I found them largely accurate based on my experience. We can do this! No excuses.

This is an excellent book that supports teaching and learning, professional learning communities, power standards and data-driven decision making. If Reeves' and Marzano's work is intriguing, then Schmoker extends it. Every one of the staff in our district is reading this book as we implement our essential standards and assessments as part of our school improvement and student learning goals.

Mr. Schmoker's ideas and concerns within "Results Now" are thought provoking and interesting. I found that this book revolves around two grand ideas: literacy instruction and Prfessional Learning Communities. Within those two themes are many practical suggestions for school leaders to use. As far as literacy instruction, Schmoker is very blunt and forward about what works and what doesn't. I thought it was particularly interesting to read about how so many leaders live in the now and place programs in schools that have no research behind them. I have to agree that this only creates roadblocks to best practices and improving instruction. I have also been doing research on Dufour's idea of Professional Learning Communities (PLC's). Results Now is a user-friendly handbook that contains an effective overview of PLC's. I am now trying to implement this into my own building and have used this book as a suggested reading for all stake holders. I found the information on isolation particularly useful. I think Schmoker makes a good point when he points out that that teaching is one of the most isolated and, therefore, safest jobs in the world. Furthermore, he goes on to say that, as leaders, we settle for mediocrity and excellent teachers are no longer a requirement in schools. Overall, I found this book to be very helpful. It is a no-nonsense approach to significant changes in education. I would recommend it to anyone involved in education.

This book would be a great addition to a teacher's professional library. Offers some great ideas for dealing with NCLB

In Results Now, Michael Schmoker explains what he believes to be the route to achieving unprecedented gains in student achievement. His conclusions center around two main points: literacy and professional learning communities (PLCs). He believes that the key to success in all areas is the ability to read. In addition, he believes that teachers already have the knowledge they need to make great strides in aiding student achievement if they would only create the structures that would allow them to share their knowledge effectively. Like many educational pundits, Schmoker has some great ideas. Certainly, there is much to be said for the importance of literacy across the curriculum. There is also a lot of truth to his assertions that many language arts classes, particularly at the younger ages when literacy is beginning to form, have become only incidentally about reading and writing. The overabundance of "artistic expression" (i.e. drawing pictures) in the place of actively engaging in literary activities is a problem, as is the reliance on skill/drill activities (read "worksheets"). Instead, Schmoker pushes for dominance of activities that have the students actively reading and writing. Some of his commentary on professional development was interesting as well. As an educational consultant, I too have seen first hand how the "educational initiative of the moment" has had nothing but negative impact on school districts. There is something to be said for Schmoker's belief that, if teachers could just be pulled together in an effective way to share their expertise and best lessons, they could have a huge impact on student achievement. I must also note that his focus less on the evil of standardized tests as opposed to our ability to help students succeed on these tests was, admittedly, refreshing. Unfortunately, like many educational pundits, his tone in prose can make his suggestions bitter pills to swallow and his idealism is a little far-fetched. He has an occasional tendency to slide into a rather condescending tone which is rather off-putting. And, though following his suggestions would likely have a great impact on education, I don't think all problems will be solved by his ideas. Literacy is a key but it will not open all doors across the curriculum and, having worked with teachers trying to form professional learning communities, it's easier said than done. I don't believe even a great PLC will eliminate the need for professional development. Master teachers are always looking to improve. Still, it is fair to say that Schmoker has ideas that are worth considering.