Over the last several decades, the research on effective instructional practices has demonstrated that “not all instructional strategies are equal” (See Marzano et. al., 2001).
A recent synthesis of over 800 meta-analyses provides clear guidance in this area (Hattie, 2009). While most educators understand these findings, school districts have had limited success at implementing them. Both Leithwood and Jantzi (2008), and Fullan (2008) recommend focusing on specific effective instructional practices as a part of the district’s improvement process. Fullan (2008), says we need “relentless consistency” in the use of effective “non-negotiable” practices.