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

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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.

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.

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.

I think that Michael Schmoker has some very good observations about how schools work. I just don't believe that he has the accurate reasons for why the schools work the ways they do. What is missing from his theories are people at the bottom - the students and the teachers. This book essentially advocates the top - down method of running schools and is meant to psyche administrators into "taking control" of the classrooms and buildings they work in. A balance has to be struck with top - down and from the bottom up methods. Schools need all people to help run them and if their is too much control at the top, students especially will react with passive resistance. In fact, it is already happening. Take a good look at how many students are "tuned out of school" and are not graduating. Lynn

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.

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.

Results Now is an excellent book for teachers and principals alike in their investigations into what makes effective schools. Michael Schmoker is a very practical, realistic "right-on" guy when he describes methods and techniques of improving our schools. Instructional coaching is where it's at!!

Mike Schmoker really wants to prove that what is wrong with American education is that we have no goals. There's something vaguely marxist about his theories. I half expected him to recommend "Five Year Plans" ala Mao or the Soviet Politburo. And, of course, to achieve goals you need groups and teamwork and enthusiasm--he's very big on enthusiasm as a marker of success.
Schmoker want to prove his assertions so badly that he produces dozens of examples. In each case a school did what Mr. Schmoker advocated and, voila, scores quickly rose. One cause, one effect. But isn't it possible that there were other factors that might bear on his examples? Isn't it likely that the schools did (or did not) do other things that might have played a role in boosting or depressing test scores? But if you believe that you have the magic wand for improved schools it is messy and inconvenient to look beyond your narrow focus.
My own view is that in many cases it is better to have a population of teachers working independently, that collaboration can, sometimes, be counterproductive. In high school, at least, my own experience is that student success is often a matter of finding that one or two teachers who speak to you. A school trying to clone good teaching may not always benefit students.
It's a shame I disliked this book so much since Schmoker has some ideas I want to applaud: he loves the idea of teamwork (though he never mentions whether teamwork would be as good for students as for teachers); he thinks we underestimate teacher expertise (by hiring consultants); he urges more reading in the classroom; he acknowledges that too many lessons are boring; and he thinks data is the best way to force us to face 'unpleasant realities'. All these things I would endorse.
OTOH he has the behaviorist love of rewards and 'praise'; and he definitely subscribes to the notion that the only way to evaluate schools is by testing.
Overall Mr. Schmoker does not prove his case to me. His examples are too superficial and his ideas seem too simplistic. There's room for an author who espouses more teacher collaboration but the support for that idea is not in this book.

The author wastes no time in articulating what must
be done to improve student performance. Essentially,
teachers must assess students and use the data to
refine classroom strategies. Instead of simply
hiring outside help and purchasing reference books,
teachers must focus on what students must know
to succeed. To find this out, teachers and school
administrators need to research top schools and
find out why they are doing so well.
The data is out there for the taking.

Internally, the teachers have all the data on student
performance or lack thereof. This data must be
analysed by the teachers themselves. Teachers must
consult each other to arrive at a uniform strategy
aimed at finding out what works and what doesn't.

Individual students must be challenged to learn
the technical/analytical subject matter utilizing
techniques that have a known rate of success in
comparable learning institutions.

Motivation is another aspect of learning. Students
must be made to understand the relationship between
the technical subject matter taught in the schools
and the attendant benefits of life-long learning.
The inter-relationship between education and life
skills has a strong connection to virtually all
of the quality of life issues most students experience.

This volume will help teachers and administrators
articulate the learning objectives and instructional
methodologies that can move a school dramatically
forward.

An excellent resource. As an education instructor, I use this book as an outside resource for both graduate and undergraduate students. The students find it very helpful and practical. I will continue to use for a long time.