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

by Mike Schmoker

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.

Genres: Education, Teaching, Nonfiction, Leadership, Professional Development, School, Reference

196 pages, Paperback

First published July 1, 2006

Reviews

[angrykitty · Rating 2 out of 5]

so, in order to be a better teacher, teachers have to read amazingly boring books that just say the same thing over and over without really giving real world ways to implement what it keeps saying.

god i hate the start of the school year when someone gets a bug up their ass about some new book on how to be a better educator.

[Carol · Rating 5 out of 5]

Anyone employed in education needs to read this book. Whether you are at the beginning of your career or nearing the end, this book is a must read. It's what's right for kids - we need to be totally and completely involved in the actual teaching of curriculum, monitoring outcomes (data, assessments), and meeting with colleagues to make sure we are planning and assessing together, then looking at the outcomes and adjusting as needed to make sure we have high proficiency on very specific standards.

[Christina · Rating 2 out of 5]

Rating: 2.5 stars
I had to read this book for a graduate class. This was the 2nd book by Schmoker I read. He makes some valid points, but I often find his writing to be repetitive. His tones comes off like he knows it all & has all of the solutions, but I feel like I can never walk away with something I can grab & implement right away, with the exception of obviously students should be reading & writing more & everyone should be using PLC’s. There wasn’t anything groundbreaking or mind blowing for me in here.

[Lynne Beavers · Rating 4 out of 5]

Schmoker argues that a culture of non-interference and privacy creates a buffer around schools that discourages close, constructive scrutiny of instruction and its supervision. The result? Mediocrity. Other professionals work in teams to solve problems; why not teachers? Schmoker also continues to emphasize the need for a guaranteed and viable curriculum that is anchored in literacy.

[Kara Bailey · Rating 4 out of 5]

This was my textbook for my grad class this semester. An overall great read on the impact leaders can have in education. Some of the ideas were redundant at times, but the authors focus on the need for collaboration in education were on point.

[Kendra (thevisionaryclassroom) · Rating 4 out of 5]

I read this book when it first came out years ago. I decided to reread it. Everyone that makes decisions about curriculum should use this book as a reminder that focusing on doing fewer things better can vastly improve the education system.

[Alexandria Noggle · Rating 3 out of 5]

There’s good stuff right in the middle of the book, but you have got to get over the repetitiveness of the front and the rear. This book could’ve been much shorter and direct to the point. It also has outdated research so the 2.0 may be a better version to read at this point.

[Tina M · Rating 5 out of 5]

The traditional school often functions as a collection of independent contractors united by a common parking lot.

[John · Rating 4 out of 5]

Michael Schmoker’s Results Now takes a pretty against-the-grain approach to improving schools. In pre-teacher preparation and in teacher training, educators are typically taught to appeal to varied learning styles when we build lessons. For instance, when teaching Romeo and Juliet, you should try to work in things that appeal to different kinds of learners. What music was in the play? Can you write song lyrics that use lines from the play? Perhaps we watch videos or draw scenes for visual learners. Maybe we make a diorama with actors portraying a scene in a mini Globe theater. Or we may stand up to act out the play or make costumes for tactile learners. Etc. We may also be taught that students won’t be able to focus on things for very long, and so break your instruction into 5 to 10 minute chunks, move students around the room, do three things during class time instead of one or two so that the students will stay with you.

Schmoker doesn’t tend to like this approach to education. He calls it the “Crayola curriculum.” How will making a scene of Mercutio dying out of pasta noodles, toothpicks, and ketchup help you to read better? He, instead, prefers a back-to-the-basics approach to teaching. If you want students to read and write better, they need to read and write a lot. Students should read things in class and then write about them with teacher supervision. Then, they should read something else and write about it. Repeat. He especially favors writing multiple 3-5 page papers per year. By doing so, students will be practicing the skills that they’re actually going to be tested on, and greater aptitude with language, enhanced logical structures, and a stronger ability to focus will result. This increased aptitude will lift all the boats, in all of the students’ academic subjects. He points to several examples of teachers and schools who have improved significantly by simply working harder on reading and writing.

I actually like this, in general. I am an English teacher, and so it’s probably not hard to convince me that language aptitude is the underlying basis for thinking in every discipline. I’m a little appalled at how just how little the students read, how much actual pain it causes them to be asked to read a page and a half, and how excruciatingly difficult it is for my high school students to compose a paragraph. The common sense approach to helping the students seems to be what Schmoker recommends. Students should read and think about what they read, and then they should write what they think. I found Schmoker to be very persuasive in recommending that this would help to strengthen teaching and deepen learning in our schools.

I have several criticisms, though, of the book, too. First, Schmoker clearly was an English teacher, and the recommendations he makes apply far more meaningfully to humanities classes than to all other disciplines. My high school kept trying to implement the ideas of Results Now across the board, and it caused a lot of needless trouble for the math and music departments, for instance. I don’t think that Schmoker’s recommendations that students read and write a lot are equally applicable for all disciplines in a school.

Schmoker also doesn’t satisfactorily address how practically to implement some of his recommendations. For instance, when I taught at a larger suburban school (with 150+ students per year), the reason that we did not write more was because there was not possible way for me to grade all of the writing. Schmoker tries to give advice to deal with the grading load that his process would inevitably increase (closely monitoring as students are working and grading random papers instead of every student’s, for instance), but these are methods that just simply don’t work under the class loads of the typical teacher. Larger structures would have to be changed in order for Schmoker’s back-to-the-basics approach to work.

So, on the whole, I was glad to hear Schmoker calling for more sensible instruction in the language arts. Results Now caused me to reconsider some of the projects that I’ve had students complete that I realized were creative, but ultimately ineffectual. I think that there is something here that educators need to hear, though this book certainly falls short of being the revolution that I think Schmoker wants it to be.

[LB · Rating 2 out of 5]

I agree with some of what Schmoker has to say, but Chapter 9, Leadership in the Professional Learning Community led me to believe Mike Schmoker has apparently been out of the classroom too long and/or wasn't in one long enough.

Regarding the section "Redefining Leadership: The Power of Simplicity and Economy" ends, the first step in doing so is to put administrators in front of a classroom on a regular basis to do what they're asking of us as teachers. Think of what administrators would learn. They would gain a deeper understanding of what teachers do every single day on the front lines.

I anticipate that one of the arguments against this will be time--that there is none. However, the crux of the book is that resources are not being used wisely. Time is one of those resources and Schmoker makes a myriad of suggestions about how resources should be reapportioned because anything less would be malpractice. So while administrators are being relieved of the unwieldy, useless tasks that he describes, time will be freed up for actions that have more educational potency.

Having found the time, how will this redefine leadership? If If a leader walks in the shoes of those she leads, she can better support their endeavors because she understands what challenges they face and what skills are required to successfully perform their jobs. A leader who walks in the shoes of his charges puts himself on their team not above it. When a principal walks in the shoes of a teacher, he gains the teacher's trust and respect. Some of the questions that lurk in the mind of any edgy, smart teacher will be answered: "Can you do what I do? Do you have an inkling of what you're asking of me?" The teacher will know that the principal has experienced a little of the reality that faces a teacher every day. The principal's requests will be made within an authentic context and are more likely to be reasonable ones. As a result, the teacher will be more open to the principal's suggestions. This will promote trust between teachers and their principals.

That's going to mean a lot more than roses, high-fives, ruler wagging, and plaques.

I'm fortunate. I work with some of the best administrators in the business. The one I know best, my principal, is clearly extraordinary. I admire her and I trust her. But not all administrators are like the ones I work with.

Clearly, redefining leadership is important. But it is a means to the end: effective instruction. Administrators should be availed of the opportunity to experience what it's like to deliver that.

[Stephanie · Rating 4 out of 5]

Four years into my career as an elementary school teacher, I already have been amazed by the number of education fads that have come and gone. The saddest aspect of this trend is that more time passes while student learning remains stagnant. The number of missed opportunities continues to pile up.

Mike Schmoker in Results Now lays out a plan of action that goes against what is so often taught in teacher and administrator preparation programs and what is in practice in most schools and districts across America. He advocates for authentic literacy in which students read, write, and talk critically, in-class, and for most of the language arts class time. While this should be the obvious, accepted norm, it is shockingly rare in the "arts and crafts" modern curriculum.

Schmoker also cites professional learning communities, or teams of teachers, as the best source of teacher professional development. Teachers best learn by learning from one another, not from the standard workshop-style training sessions that most teachers are subjected to each year.

I agree with Schmoker; real change for our students will come only with real change in practice. Luckily my school district is willing to invest in such changes; I hope my students will benefit as a result.

[Shannon · Rating 4 out of 5]

Schmoker makes a compelling case for the idea that the obstacles that stand in the way of school reform are not only surmountable, but relatively simple to surmount. He lays out common sense arguments for improvement that could happen almost immediately - if we are willing to change some of the deeply entrenched views about teaching and learning. I deeply appreciate the approach that Schmoker takes in suggesting that the primary work and responsibility of carrying out the vision of equality and civil rights that is the bedrock of the "America" we all want to believe in falls to educators. I kept thinking, as I read, about Dr. King's famous lines in "I Have a Dream" in which he suggests that the Emancipation Proclamation marked the dawn of civil rights in this country, and I think that Schmoker's claims about the "buffer" that enables poor and minority children to receive a subpar education in many schools demonstrates that we're hardly at midday in the struggle to make true equality a reality. There is certainly a lot of work to be done, and this book offers an excellent starting point.

[Bobby · Rating 4 out of 5]

I am involved in public education as a middle school principal. Generally, I am very skeptical of books written about education; however, this one I truly enjoyed. The first section is somewhat disturbing because, as someone involved in public education, much of what the author writes about I find offensive (truthful, perhaps, but somewhat offensive non-the-less). The discussion on professional learning communities, however, I find brilliant. In fact, I ordered eleven copies of this book for several of our teachers (our curriculum department chairs and our eighth-grade math teachers). I absolutely agree with the concept of professional learning communities, utilizing the expertise of the many talented teachers in our building, and feel that having so called outside experts come into our building is a complete waste of time. Finally, the author's view on pay-for-performance may be disconcerting to others as well. I look forward to implementing many of the ideas presented in this book in our school. Great book!

[Steve · Rating 2 out of 5]

The book was recommended by some of our school administrators and is being used in our new teacher seminars. In the introduction Schmoker states "most, though not all-insruction is mediocre or worse (Goodlad and Sizer 2002.)Then he states he dedicates this book to the "hard, often heroic work done by many teachers and administrators, for their candor and courgae. " Interestingly, Schmoker ocassionally praises teachers, then paints most teachers with a broad brush of mediocrity. When he uses other peoples terms like "culture of incompetence", it is easy to have an instant "turn off" and not give him a chance. I'm most interested in reading this book and making my own conclusion on Schmoker's point of view, realistic assessment of the state of teaching, and his opinions for the future of education.

i agree with his pedagogic concepts and already am involved in the approach he subscribes to. i still dislike his "teacher bashing". it is NOT helpful.

[Bryan · Rating 3 out of 5]

Not the best out there but still one of the better writers when talking about basic bureaucratic school reform. Leadership philosophies should be left to those who know it best and have completed hours of research on the topic that being said this is a good study for principals within a district. Teachers would benefit but it is best if read in small groups of willing leaders, not just department heads. Last his good ideas, if you are a good school you are doing them already, but if you're working on improving this is a good road map. If your horrible don't start here because you have to want to change before you can plan to change.

If you want the short and sweet here it is: small school perspective, cross discipline tiered planning, principals who share time in the classroom, and do everything Harry Wang said in his book.

Schmoker has some good ideas but it is again another silver platter of ideas not solutions.

[Jennifer Dines · Rating 5 out of 5]

I read this book because it was given to me by my direct supervisor. It is my first year in a leadership role after many years of teaching elementary and middle school ESL, reading, writing, and special education. I absolutely love this book for its focus on literacy and its no-nonsense approach to student achievement. The ideas in this book align with best practices in literacy education, but these perspectives are given from Schmoker's experience as a school administrator. I appreciate the respect that Schmoker conveys for teacher teaming and collaboration, and I will certainly be referring to the appendices of the book in my future practice. I honestly am so grateful for a book on school leadership that I could really sink my teeth into! This was the perfect book for beginning this new chapter in my life.

[Mark Valentine · Rating 4 out of 5]

Schmoker believes that education should be about change, that teachers are in the change business, that students are supposed to be different after leaving a course. How refreshing!

I gleaned multiple advice and practical wisdom for this book. Here's a key one: I have my students write their essays for independent reading (from my guided list on American Literature) and answer this question, regardless of the title of the book (fiction or non-fiction): How has my reading of this book changed my understanding? Answering that meaty question is the rigor I can sink my teeth into and be sustained.

Thank you, Mike Schmoker!

[Gmaeffie · Rating 3 out of 5]

I had to read this book twice to appreciate it. It is extremely hard hitting and was hard for me to accept it the first time through. After attending a seminar about improving education and rereading this book, I realized that my urgency to teach my students was not as high as it needed to be. I am looking at the needs my students have with a whole new eye and expecting my students to work harder and progress at a faster rate. I think this is a must read for all teachers who are serious about making a difference for their students.

[Jessica Montalvo · Rating 3 out of 5]

Schmoker concludes how important it is for the mind to examine a text, see the world from multiple viewpoints, make connections to find patterns among the diverse perspectives, imagine alternatives, and understand relevance. I think this advice can drive any learning experience and push the student to think outside the box. The teacher's role then is to make sure that they are guiding the learner in all ways possible to promote enduring understanding through explicit instruction, activities, and discussion.

[Matthew · Rating 5 out of 5]

I read this book as a part of my Master's program for Educational Leadership and Administration.

I think that Schmoker has done an excellent job of being hard-hitting and speaking the truth about how schools pay lip service to improving academic achievement, but rarely do. He offers a pretty clear (though often repeated) set of suggestions for school leaders to improve achievement simply and effectively. It will be interesting for me to see how this will change/translate into practice at my school.

[Chris Dryden · Rating 4 out of 5]

When I read this book, I just skimmed over the portion of the teaching section and I focused on the student portion of the book. I was mainly focusing on the portions on student profiles, and how the student profile can affect the overall learning

I think that this book was well written, and it gave me good insights on how some teachers have been hindering the potential of the learning of the students. I think that the portion about taking learning digital has may lessons that my teachers can use.

[James · Rating 5 out of 5]

I had just attended a principal's conference in the thriving metropolis of Vancouver, Washington when a fellow administrator set this book in front of me on the table. I jokingly asked if this was some sort of last ditch effort to get his employees in line where he replied, "It's yours". I thanked him about a week later by phone. As a high school administrator I have more trust in the professionals I supervise to do their jobs correctly and more efficiently thanks to this read.

[Tracy · Rating 4 out of 5]

Grrater emphasis on instruction on authentic literacy, professional learning communites and measurable feedback from teachers regarding student learning...Schmoker gets what we need more of in our schools. Sometimes may seem that he's admonishing teachers and adminstrators a bit too much to expect that we'll stick with him 'til the end, buy he also cites some compelling research to support his concern. Concrete, feasible suggestions supported by solid rationale.

[Marina · Rating 4 out of 5]

Basic idea is just that literacy instruction is abysmal in most public schools, and that (a) kids need to be engaged in meaningful reading, writing, and discussions every day, and (b) teachers need to form professional learning communities. This didn't seem particularly new or original or earth-shattering to me.

[Reynaldo J · Rating 4 out of 5]

So basically, teachers just need to use what they learned in their education courses, and apply them in their classrooms. What a simple concept, but it seems to allude a majority of teachers in our educational system.

Also...enough of the cutting, pasting, and drawing. Students need to be reading more, and writing more.

[Nikki · Rating 2 out of 5]

I think that I must teach with some exceptionally fantastic educators after reading this book. I really think that teachers as a general rule are professionals and teach using best practice. I felt that he was admonishing teachers and adminstrators a bit too much to expect that we'll stick with him until the end.

[Dave · Rating 5 out of 5]

This is THE book that began my transformation from classroom teacher to educational consultant. It was like Schmoker got inside my brain and put into print most of the thoughts I had had about the direction of the educational field. It was then I realized the disconnect between where I was and where I needed to be...where we as a field are and where we need to be.

[Karen · Rating 5 out of 5]

This book powerful takes a frank look at the state of education and what will need to change in order to improve the system. Stepped on my toes and caused me to rethink educational reform. A must read for anyone with a desire to improve education for children.

[Laurel · Rating 4 out of 5]

My school faculty is reading this book together. A lot of basic common sense, research-based ideas for improving student learning and school climate. I'm enjoying it because it's practical and making my colleagues take a hard look at what they do.

[Milady · Rating 4 out of 5]

surprisingly insightful about the state of today's education. we have to start looking at the brutal facts about our teaching and reflect on change so that we're sure we're reaching all our students.