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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.

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Great for school leaders!	Customer Rating:
"Results Now" is a great jumpstart on how to tie your curriculum achievement goals in with your school improvement.

Inspired to Act Now

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In Results Now, author Mike Schmoker presents a compelling argument for improving teaching and learning. He proposes significant impact can be made on student learning through reasonable efforts and adjustment. A deep focus on instruction will bring about the improvements we seek in educational outcomes. Schmoker acknowledges the brutal facts surrounding wasted time in classrooms. Much of the time, students are engaged in busy work: coloring, drawing, superfluous worksheets, and other such activities that are unrelated to the teaching objective and have nothing to do with reading or writing. If we increase instructional practices that include the use of scoring rubrics, high-yield strategies and higher-order thinking, student achievement will rise. There are consequences to working in isolation, the traditionally accepted mode of classroom instruction. Schmoker says collaboration is nearly non-existent in the majority of schools. Though certainly since the publication of this book in 2006, collaboration is on the rise as more and more schools engage in the practice of professional learning communities. Through this practice and with strong leadership within professional learning communities, the author suggests improvement in student achievement is guaranteed. He eloquently advocates for improvements in literacy education, calling for purposeful reading, argumentative literacy, writing, and discussion. Schmoker states a new understanding of literacy is essential to "transform and enliven learning for both students and teachers." A curriculum rich in authentic literacy would include generous amounts of close, purposeful readings, rereading, writing, and talking. In this model, instruction goes beyond decoding and fluency, which are only the first steps of literacy instruction. The reader is persuaded to improve instruction through effective practices of professional learning communities, thereby increasing student achievement. Schmoker reports that teachers find successful team meetings engage members in reflection, are results-oriented, focus on essential common standards, are social, and honor and empower teachers and their intelligence. In a professional learning community culture, teachers support each others' efforts to become instructional leaders and this leads to a growing momentum in school improvement. Through Schmoker's words, one will first be inspired to elicit change in our schools, then will be given the tools (found in the appendices) to go do it. Some concepts may be lofty, presented as if we could slide through the change process unscathed. It may not be that easy; however, the intention is worthy of applause.

Inspiring

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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.

The Real Truth

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Mr. Schmoker tends to write "tongue in cheek" and make several broad generalizations about the current state of the educational system. While he does make one or two worthwhile points, overall, his book is distasteful and offensive to the majority of teachers across America who are "doing it right." I find it interesting that the author, while portraying himself as an "expert" at educational reform, has not had his book peer reviewed by competent and recognized educational authorities...instead he relies upon endorsements from educational consultants who may or may not have ever taught in public school and high level administrators who have left the teaching arena to pursue management. It is interesting that his book calls for a "top-down" leadership approach, and is endorsed only by high level administrators. Perhaps the author should study the works of Peter Northouse who is a respected authority on both the theory and practice of leadership. This book is dangerous to the lay reader...not because it promotes educational ideology, but because it portrays an ideology that directly conflicts with the standards of best practice that is taught to the best teachers in our country. When lay readers like school board members or parents read this book, they react negatively and feel that their school is in a dire circumstance...because they do not know the difference between effective, time honored practices and educational fads the change every ten years or so. Finally, this book is a death warrant to special educators because it totally speaks against differentiating curriculum and using multi-modality approaches to teaching children who aren't able to learn from standard curricula in the mainstream classroom. These students may need to learn through kinesthetic activities or alternative approaches that the author seems to shun. Readers are encouraged to carefully disseminate the material and research best practices before they adopt the stringent reforms that the author calls for.

Educators Need This Book Now	Customer Rating:
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.