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by Michael Fullan, Peter Hill and Carmel Crevola Corwin Press
Pub Date:
Pbk 136 pages
AU$54.99 NZ$56.52
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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.

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

'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 '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 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 Cr ®vola 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 'This is a timely and thought-provoking book. Fullan, Hill, and Cr ®vola 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 '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 '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 '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 '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 Cr ®vola 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 '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 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 'An ambitious and timely book, Breakthrough is a critical read for those genuinely interested in school reform. Fullan, Hill, and Cr ®vola get to the heart of the matter-improving instruction based on evidence!' James Spillane, Olin Professor in Learning and Organization, Northwestern University '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 '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 '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 '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 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)
Michael Fullan is professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto, and is special adviser on education to Dalton McGuinty, the premier of Ontario. He holds honorary doctorates from the University of Edinburgh, Scotland, and from Nipissing University in Canada. Fullan served as dean of the faculty of education at the University of Toronto from 1988 to 2003, leading two major organizational transformations, including a merger of two large schools of education. He is currently working as adviser and consultant on several major education reform initiatives around the world. He bases his work on research and practice on both the public and private sectors, finding an increasing convergence in this literature. He has written several bestsellers on leadership and change that have been translated into several languages.

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. Cr vola 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.