Breakthrough

Breakthrough

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'This is a timely and thought-provoking book. Fullan, Hill, and Crevola address the complexity of teaching and leading, and offer a compelling way forward that focuses on learning for all students through personalization, precision teaching, and professional learning for educators. By connecting assessment with learning, leading with teaching and learning, and classrooms instruction with district and government roles and responsibilities, the authors present an integrated approach that promises to 'breakthrough' the sterile standardization that plagues contemporary education' - Dean Fink, Professor, OISE/University of Toronto , and author of Leadership for Mortals (Paul Chapman Publishing, 2005)



'An outstanding book for educators to transform classroom practice and learning strategies. It builds important perspectives on personalizing learning that will inform current practice. Highly recommended' - Brent Davies, Professor, University of Hull, and author of The Essentials of School Leadership (Paul Chapman Publishing, 2005)





Redesign classroom instruction to transform learning for both students and teachers!





Breakthrough presents a revolutionary new approach to educational reform, breaking away from the conventional paradigm to help educators create focused instruction, transform the classroom experience, and dramatically raise and sustain performance levels for students and teachers alike. This book provides the breakthrough concepts needed for developing precise, validated, data-driven instruction personalized to each and every student.





Synthesizing the best of current instructional models, this framework focuses on the Triple P Core Breakthrough Components: Personalization - meaningful, student-centered classroom interactions; Precision - using formative assessments to monitor individual student progress; and Professional Learning - daily, ongoing learning for all educators.





Helping educators create expert instructional systems, while breaking through the "prescription trap," the authors introduce unique elements of the Breakthrough model, including:





* improvement by design


* assessment for learning


* critical learning instructional paths


* mapping instructional paths


* smart use of data to drive instruction


* locking in ongoing improvement.





Breakthrough establishes the tipping point for moving toward personalized, high-quality instruction and learning in the classroom to ensure continuous improvement and ongoing academic success.
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Product details

  • Paperback | 136 pages
  • 152 x 228 x 8.89mm | 230g
  • Thousand Oaks, United States
  • English
  • 1412926424
  • 9781412926423
  • 60,291

Table of contents

Foreword
Preface
Acknowledgements
About the Authors
1. The New Mission for School Systems
A System Stalled
The Prescription Trap
2. Breakthrough Components
The Triple P Core Components
3. Transforming Classroom Instruction
The Current Model
The Crux of the Problem
A Basis in Learning Theory
The Breakthrough
4. Creating Expert Instructional Systems
A Focus on Improvement by Design
Expert Instructional Systems
Assessment for Learning
Lessons From Health Care
5. Building a Critical Learning Instructional Path
Mapping the Instructional Path
Measuring and Monitoring Learning
Using the Data to Drive Instruction
Classroom Organization
Loops and Detours in the Critical Learning Instructional Path
Beyond Early Literacy
Locking In Ongoing Improvement
Building the System
6. Breakthrough Leadership: A Way Forward
What Is Needed
Using Change Knowledge
The Breakthrough Framework
Breakthrough Leadership
Conclusion
References
Index
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Review Text

"A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating."
"A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating." Grant Wiggins, President 20060206
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Review quote

"Interesting, easy to read, and filled with educational insights. This book has much to commend it." -- Journal of Educational Change, August 2007, Vol. 8(3) "Breakthrough is exactly the kind of information that educators need to take any reform movement from 'good idea' to 'best practice.' " -- Principal Navigator, September 2006 "Anyone with an interest in educational reform or instructional improvement would benefit from reading this book, reflecting on the ideas presented, and engaging in conversation with others concerning its implication for 21st-century schools." -- PsycCRITIQUES, January 2007 "The authors provide a sound alternative to the lock-step approach that is currently in vogue in many educational settings. Their focus on internal accountability is consistent with student-centered approaches to education." -- Sam Evans, Dean of the College of Education and Behavioral Sciences "From cover to cover, the information provided in this book allows readers to think about the past and be hopeful about the future of education reform and practice." -- Constance Ellison, Associate Professor of Educational Psychology "An ambitious and timely book, Breakthrough is a critical read for those genuinely interested in school reform. Fullan, Hill, and Crevola get to the heart of the matter-improving instruction based on evidence!" -- James Spillane, Olin Professor in Learning and Organization, Northwestern University "Breakthrough explores interesting possibilities for us to radically individualize classroom instruction - and gives convincing reasons why. I especially like the concept of `critical pathways' as a way of organizing learning." -- Mike Schmoker, Educational Consultant "Breakthrough tackles several very thorny problems: how to nurture high quality classroom instruction on a large scale, and how to do so by building on existing professional know-how. Solutions developed in the book warrant careful study by all those with an interest in educational reform." -- Kenneth Leithwood, Professor, OISE/University of Toronto "Breakthrough is one of those few books that demonstrably understands the importance of personalizing learning and the need to mobilize the whole system towards this goal. Fullan, Hill, and Crevola provide a clear specification of what is required for a learner led curriculum and what it means to work from the classroom out. Their articulation of how assessment leads instruction and is integrated into curriculum design is exemplary." -- David Hopkins, HSBC iNet Chair of Internat'l Leadership, Institute of Education, University of London "An outstanding book for educators to transform classroom practice and learning strategies. It builds important perspectives on personalizing learning that will inform current practice. Highly recommended." -- Brent Davies,Professor, University of Hull, UK "Thanks for a provocative and conceptually rich piece. I enjoyed it and got a great deal out of it." -- David T. Conley, Professor, University of Oregon "Breakthrough points the way to a new definition of effectiveness-one grounded in a powerful theory of action that brings together personalization, precision, and professional learning in new ways. Practical pathways are provided to help the readers apply this theory of action to their own circumstances. Before making any changes, read this book first!" -- Thomas A. Sergiovanni, Lillian Radford Professor of Education, Trinity University "This is a timely and thought-provoking book. Fullan, Hill, and Crevola address the complexity of teaching and leading, and offer a compelling way forward that focuses on learning for all students through personalization, precision teaching, and professional learning for educators. By connecting assessment with learning, leading with teaching and learning, and classrooms instruction with district and government roles and responsibilities, the authors present an integrated approach that promises to `breakthrough' the sterile standardization that plagues contemporary education." -- Dean Fink, Professor, OISE/University of Toronto "Those interested in finding the link between general school reform initiatives and specific strategies that will actually impact classroom practice will cherish Breakthrough. Fullan, Hill, and Crevola present a model that allows teachers to provide precise instructional strategies to specific students who need timely support in order to master specific skills-without falling victim to the `prescription trap.' Their critical pathways concept provides teachers with a powerful framework for integrating pre-assessment, instructional focus, formative assessment, data analysis, and job-embedded professional development to deliver the precision teaching that leads to continuous improvement. Furthermore, they make a compelling case that this model is not only desirable, but also imminently feasible." -- Richard DuFour, Educational Consultant "Breakthrough has the potential to make a significant contribution to our thinking in education. The call for personalization of teaching and learning is bold. It's in our basements, and bringing it to the ground level is essential. The timing of the book is excellent." -- Carol Ann Tomlinson, Professor, University of Virginia "A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating."

"A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating." -- Grant Wiggins, President
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About Michael G. Fullan

Michael Fullan, OC, is the former Dean of the Ontario Institute for Studies in Education and Professor Emeritus of the University of Toronto. He is co-leader of the New Pedagogies for Deep Learning global initiative. Recognized as a worldwide authority on educational reform, he advises policymakers and local leaders in helping to achieve the moral purpose of all children learning. Michael Fullan received the Order of Canada in December 2012. He holds honorary doctorates from several universities around the world.

Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change received the 2002 Book of the Year Award by Learning Forward. Breakthrough (with Peter Hill and Carmel Crevola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education (AACTE), and Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009. Change Wars (with Andy Hargreaves) was named the 2009 Book of the Year by Learning Forward, and Professional Capital (with Andy Hargreaves) won the AACTE 2013 Book of the Year and the Grawemeyer Award in Education in 2015.

Michael Fullan's latest books are The Principal: Three Keys for Maximizing Impact ; Coherence: The Right Drivers in Action for Schools, Districts, and Systems (with Joanne Quinn); Deep Learning: Engage the Change the World (with Joanne Quinn and Joanne McEachen); Surreal Change: The Real Life of Transforming Public Education (autobiography); and Nuance: Why Some Leaders Succeed and Others Fail.

For more information on books, articles, and videos, please go to www.michaelfullan.ca.



Peter Hill retired as secretary general of the Hong Kong Examinations and Assessment Authority (HKEAA) on December 14, 2007. He has held numerous senior positions in school administration and educational research in Australia and the USA, including as head of the school system in the State of Victoria, Australia, and as professor of leadership and management in the faculty of education of The University of Melbourne. More recently he was director of research and development at the National Center on Education and the Economy in the USA. Over the past decade he has directed and assisted in a number of large-scale, comprehensive school improvement projects. His research interests are in the fields of assessment, school effectiveness and improvement, and instructional leadership.

Carmel Crevola is currently an independent international literacy consultant, author, and researcher who works extensively in Australia, Canada, UK, and the US. Her focus is on assisting systems to align their assessment processes, instructional practices, and instructional leadership. Crevola has pioneered new approaches to data-driven literacy instruction and has led several large-scale school reform initiatives in both Australia and the USA. Formerly a school principal in Victoria, Australia, she has 22 years of K-9 classroom teaching experience.
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33 ratings
4 out of 5 stars
5 30% (10)
4 45% (15)
3 18% (6)
2 6% (2)
1 0% (0)
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