Select & Implement Shared Instructional Practices

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.

Our Partners

  • NATIONAL ASSOCATION OF STATE DIRECTORS OF SPECIAL EDUCATION (NASDSE)
  • AMERICAN FEDERATION OF TEACHERS, AFL-CIO
  • NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION (NASBE)

National Center on Education Outcomes

Council of Chief State School Officers (CCSSO)
National Association of State Directors of Special Education (NASDSE)
Supported by: U.S. Office of Special Education Programs