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“Learning Transformed is both a compelling manifesto for the schools our children need now and an inspirational blueprint for how to bring them about."

Sir Ken Robinson

Author of The Element; TED speaker; Education and creativity expert

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"In Learning Transformed, Sheninger and Murray deftly combine the past and the future by offering eight keys to the schools of tomorrow, while lodging their insights into the history of the school reform movement.”

Daniel H. Pink

Author of Drive and To Sell is Human

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“Learning Transformed serves as a handbook to implement actionable, sustainable change in schools so today's students can thrive in tomorrow's world."

Linda Darling-Hammond

President, Learning Policy Institute

Professor Emeritus, Stanford University

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"This book strikes the perfect balance of breadth and depth, and offers educators invaluable information, advice, and confidence to move forward (or to help others move forward) for the benefit of our students."

Ross Cooper
Elementary Principal
coauthor, Hacking Project Based Learning

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It was about a year ago when I was first told that Eric Sheninger and Tom Murray were writing a book for ASCD, based on eight specific ways to make our schools current and relevant. (Eric is a former High School Principal, now a senior fellow with the International Center for Leadership in Education. Tom is a former Director of Technology and Cyber Education, now the Director of Innovation for Future Ready Schools.)

Since this announcement, (1) the book was named Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today, and (2) and it has been endorsed by educators and influencers that include: Sir Ken Robinson, Arne Duncan, Linda Darling-Hammond, Daniel Pink, Robert Marzano, Michael Fullan, Andy Hargreaves, and Heidi Hayes Jacobs.

When Learning Transformed came out about a month ago, I was able to get my hands on a copy, and it immediately moved to the top of my pile of books to read (given the reputations of its two authors, as well as the endorsements).

Yesterday I finished the book, and here are some of my initial thoughts.

This book is a beautiful one-stop-shop. You'd be hard-pressed to find another book that touches upon so many pivotal topics (while still being easy to read). The eight main topics are referred to as keys (thus the title of the book). Each key is featured as its own chapter for a total of eight chapters in all, and they are preceded by an introduction that tells us why learning needs to be transformed. The titles of the eight chapters/keys are featured below.

This book is research-based. The introduction and each key are accompanied by a plethora of research, mostly based on cased studies and meta-analyses. Not only does much of this research give us incentive to move forward, it can also be used as ammunition by anyone who has to justify his or her reasons for doing so: a superintendent working with a school board, a teacher advocating for changes in the classroom, etc.

This book is practical. Each key contains (1) tips from the authors that could easily be used as "initiative checklists" (e.g., features to consider when designing learning spaces, what districts should think about when purchasing new technology), and (2) an "Innovative Practices in Action" section that highlights at least one school or district that has already implemented a notable amount of the material from the chapter.
Some Highlights (literally, what I highlighted while reading) Chapter/Key 1: Creating a Culture of Innovation
"In a study done by Sipe and Frick (2009), it was found that 'servant leadership' was the predominant factor in an organization's level of success. Ultimately, the best leaders don't add more followers; they develop and empower more leaders."

"In our opinion, the best leaders have one thing in common: they do, as opposed to just talk."
Chapter/Key 2: Redesigning the Learning Experience
"If your mindset is that a teacher's main job is content delivery, then you've just been outsourced by Netflix and YouTube."

"Put simply, ensuring that every child attains a baseline of proficiency in reading and mathematics seems to do more to create equal opportunities in a digital world than can be achieved by expanding or subsidizing access to high-tech devices and services (Schleicher, 2016, p. 63)."
Chapter/Key 3: Ensuring a Return on Instruction
" What evidence do we have that our ed-tech expenditures have actually improved teaching and learning? "

"Constant hoopla around technology in education has resulted in an arms race of sorts where the use of the latest flashy tool trumps effective, meaningful long-term use."
Chapter/Key 4: Designing Learner-Centered Spaces
"The findings indicated that the students were more distracted when the walls were highly decorated and, in turn, spent more time off task. In these environments, students demonstrated smaller learning gains than in cases where the decorations were removed (Fisher, Godwin, & Seltman, 2014)."

"The need to redesign our students' learning environments is not simply an idea from the latest Pinterest board; it's one of necessity."
Chapter/Key 5: Making Professional Learning Personal
"The study found the difference in performance between an average first-year teacher and an average fifth-year teacher was more than nine times the difference between an average fifth-year teacher and an average twentieth-year teacher."

"Hours-based accountability, which is the metric that many - if not most - districts use to weigh professional learning expectations, indicates absolutely nothing about the growth of an educator's instructional practice."
Chapter/Key 6: Leveraging Technology
"Educational technology is not a silver bullet."

" Education Week has reported that only 17 percent of the least confident teachers indicate that their students use devices daily, compared with 50 percent of teachers who feel most confident (Herold, 2016)."
Chapter/Key 7: Collaborating and Engaging with the Community
"... the longer students are in our education system, the less engaged both they and their families become in our schools. "

"The days of the monthly classroom newsletter, quarterly report cards, and occasional conferences comprising a 'sufficient' form of communication are long gone."
Chapter/Key 8: Leading the Charge
"We often 'Yeah, but...' ourselves right out of innovative and transformative ideas."

"All educators and students must believe they have the capacity to lead change - and be empowered to do so. "
In the End
Learning Transformed lays out undisputable evidence as to why education needs to change, and then leverages a combination of research and practicality to systematically tackle eight of the most pertinent topics facing stakeholders. This book strikes the perfect balance of breadth and depth, and offers educators invaluable information, advice, and confidence to move forward (or to help others move forward) for the benefit of our students.
Grab the free Learning Transformed study guide from ASCD. Check out the book on Amazon.
Connect with Ross on Twitter.

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Book Review: Learning Transformed #LT8Keys - Cooper on Curriculum

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It was about a year ago when I was first told that Eric Sheninger and Tom Murray were writing a book for ASCD, based on eight specific ways to make our schools current and relevant. (Eric is a former High School Principal, now a senior fellow with the International Center for Leadership in Education.

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“Sheninger and Murray move well beyond the buzzwords and latest hype by providing a well-grounded, scholarly book that links theory, research, practical strategies, and evidence to move schools forward.”

Robert J. Marzano
Cofounder and CAO, Marzano Research

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"Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today by Eric C. Sheninger and Thomas C. Murray is a MUST READ for educators.

Erin Lynch
Sadlier English Language Arts Blog

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Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today by Eric C. Sheninger and Thomas C. Murray is a MUST READ for educators. In this article, I've summarized the eight keys to unlocking a new 21st century school design that prepares today's learners for success far beyond a high school diploma. This article also includes a free organizer educators can use for personal reflection, or in professional development book clubs, to take notes while reading!

WHY WE NEED TO DESIGN TOMORROW'S SCHOOLS, TODAY!

Here is a brief synopsis of Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today by Eric C. Sheninger and Thomas C. Murray. Hopefully this simple synopsis will motivate you to read the book and then implement the concepts and practical ideas shared by Sheninger and Murray.
With all that we know about how students learn, the nature of the world they will face after graduation, and the education inequities that have existed for centuries, maintaining a traditional, one-size-fits-all approach to teaching and learning is tantamount to instructional malpractice. International security, the success of global economies, and sustainability as a global society all depend on the success of our education system in the years to come. It's our obligation to prepare our students for their future-not our past. Authors Eric C. Sheninger and Thomas C. Murray outline eight keys-each a piece of a puzzle for transforming the K-12 education system of teaching and learning-to intentionally design tomorrow's schools so that today's learners are prepared for success . . . and stand ready to create new industries, find new cures, and solve world problems. The traditional model of schooling ultimately prepares students for the industrial model of the past. If we want our students to become successful citizens in a global society, we must dramatically shift to a more personal approach. Failure is not an option. We can no longer wait. Let Learning Transformed show you how you can be a part of the solution.
LEARNING TRANSFORMED WORKSHOP WITH THOMAS C. MURRAY

Last summer I read the book Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today. After reading the book, I was thrilled to find out my school district had hired Thomas C. Murray to be the guest presenter at our "Teacher Welcome Back Assembly." He was nothing short of FANTASTIC! If you are able to hire him to come to your district, I highly recommend doing so. The audience literally laughed and cried, and Murray received a standing ovation when he finished speaking.

Murray's presentation made the book come alive for me, so I went back and re-read it. Several points stood out to me after listening to Murray speak and after rereading his book.

1. Technology should not be merely used as for word processing, but rather as a means to enhance learning. Students should be using technology to support inquiry-based learning, and to gain more knowledge about topics they personally find interesting.

2. As educators, we need to try to reach every student on a personal level. It is up to us to inspire and engage. We are the motivators!

3. Schools need strong leadership for setting appropriate goals and fostering meaningful professional development for teachers. In order to embrace technology and current educational practices, teachers need professional learning that is based on their skill level and need. Professional learning should not be "one size fits all."

After reading this book and implementing the concepts into my teaching this school year, I feel passionate that ALL educators should read this book, especially administrators within a district. I recently created a note-taking organizer based on Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today by Eric C. Sheninger and Thomas C. Murray. My organizer lists each of the keys for creating a new education systems and then has space for writing text notes, school/district goals, and next steps/plan of action. Download and share this resource!

UNLOCKING 21ST CENTURY SCHOOL DESIGN WITH THE 8 KEYS OF LEARNING TRANSFORMED

IN SUMMARY

In order to prepare our students for the future, we must let go of the educational culture and mentality of our nation's past!

We can all embrace our roles in being part of the solution! Start by reading Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today by Eric C. Sheninger and Thomas C. Murray. The concepts and practical ideas outlined in this book will inspire educators to start designing tomorrow's schools, today!

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Learning Transformed: 8 Keys to a NEW 21st Century School Design [Free Graphic Organizer]

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Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today by Eric C. Sheninger and Thomas C. Murray is a MUST READ for educators. In this article, I've summarized the eight keys to unlocking a new 21st century school design that prepares today's learners for success far beyond a high school diploma.

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"Aside from the rich set of references, what makes Learning Transformed a different read is the honesty with which Sheninger and Murray communicate."

Eric Nentrup
Guest Author, Getting Smart
eLearning coach

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I hadn't seen Mr. Niespodziani since 1994, so it was a chance meeting we'd cross paths while riding my bike in a rare tour through my hometown. But there he was-one of my former teachers-as recognizable in his garden as he was in the front of his classroom.

I wheeled over to the curb, removed my helmet and shades, and reintroduced myself, doing the humble thing I wish all my former students would do: "Mr. Niespodziani. It's Eric Nentrup. I don't expect you to remember me, but it's great to see you again."

Of course he remembered me, he claimed. I hoped it was true-no different than when I remember my own students from the past. Still, offering a name and forsaking presumption are welcome tokens.

We small-talked under the hot afternoon sun until I got around to the appropriate moment to express my gratitude. "Thanks" for the impact he had on me then, and for the impact he had on me farther down the line as I switched careers in my 30s to become an educator. He appreciated my sentiment. We soon said so long, and I hopped back on my bike to finish my loop through town.

I continued my reflection after saying goodbye. Mr Niespodziani did have a significant impact on me. He and Dennis Lindsey. The simple reason is that-together, across departments-they created instructional experiences that transcended what would have been traditionally considered "safe" offerings according to the Indiana Department of Education Academic Course Guide. Most memorably, I took two electives from Ed and Dennis my senior year: World Religions and The Bible. At the time, I was quite interested in religion; having heady yet practical workshops for this interest was invigorating. It felt like a preamble to college, and it also was a glimpse at interest-based learning long before I even considered making a career of education. I was glad they took the risks they did, that they were pioneering in their methods, and that their leaders gave them margin to be the experts they were. In doing so, they impacted scores of people.

In the present, two other educators I've been fortunate to know are doing something similar in their collaborative impact, but from a much larger platform. Tom Murray and Eric Sheninger's new book Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today, published by ASCD, says what needs to be said in a non-confrontational, positively pro-education manner. There's no bashing of the status quo here, but there's also no support for the behaviors, culture and methods we're all aware need to come to an end. Their tone isn't conciliatory in this fashion, as can be the case with so many other books in our field-rare indeed is it to find a book that contains both in balance, that is also written in an accessible manner.

Learning Transformed by Eric Sheninger and Tom Murray strikes that balance. Both educators have been on a non-stop worldwide tour speaking from their own experience and passion for pushing our field forward. And, in their new book, the two bring together their shared findings in consulting with their peers, their schools and districts, and the historical footers of our pedagogy and practice.

Sheninger and Murray speak candidly about what will carry us forward and, inversely, what will impede our mission success. Superintendents reading Learning Transformed this summer will occasionally murmur a, "Yeah, I know," from a stance of needing to finally act upon the instincts to initiate change amongst their daily operations and yearly planning. Some, who are looking for a way to end the hand-wringing over hardware and software purchases that affect every member of their learning community, will be grateful for the simplified evaluation process for demystifying a six- or seven-figure enterprise-level decisions, which they can bring to the board for budget approval. Others yet will find in Sheninger and Murray's words a sense of motivation; that they're no longer interested in contributing to an obsolescing model of delivering teacher-led instruction with all its underpinnings. They'll see what the authors see: there is no sacred cow in education except for the golden calves of our own making. These contrivances of our field can be undone, and with less effort than it took to create them in the first place.

Spoiler alert: There's no spoiler here. The book is organized around the 8 keys the authors have identified as essential for mission success:

Key #1: Leadership and school culture lay the foundation

Key #2: The learning experience must be redesigned and made personal

Key #3: Decisions must be grounded in evidence and driven by a Return on Instruction (ROI)

Key #4: Learning spaces must become learner-centered

Key #5: Professional learning must be relevant, engaging, ongoing, and personal

Key #6: Technology must be leveraged and used as an accelerant for student learning

Key #7: Community collaboration and engagement must be woven into the fabric of a school's culture

Key #8: Schools that transform learning are built to last, as financial, political and pedagogical sustainability ensures long-term success

Ultimately, the authors are sounding the alert for the specific types of change that need to occur, and backing it up with research, numbers and influence, dispelling the myths of the state of the profession in some ways and bringing up the risks we're facing elsewhere. Case in point: graduation rates are on the rise and have been most of the new century. But we're now losing interest from students who inherently know the bygone approach to institutional school is irrelevant to them in the present. This is captured in the studies referenced by Sheninger and Murray. Too many students aren't showing up because "many students, particularly at the high school level, don't feel individually known or cared for while at school."

Consequently, we know we're losing talented practitioners who don't see the profession as sustainable. Evidently, cheerleading how great our teachers are isn't enough to keep them at the chalkface.

Speaking of chalk, a significant portion of the book is committed to explaining how learning spaces (and the ways they should be equipped) are no longer up for debate. Myriad examples from Murray's work with the Future Ready Schools project and Sheninger's consulting with districts abound. We see use case after use case where successful implementations of operational and pedagogical shifts and new technology bear out successes all over the country and at various scales.

Though such tactical shifts can challenge bandwidth (both human and network), the authors don't leave out addressing the importance of social justice needs too. They touch upon poverty, gender and race inequities with a sense of purpose, asking the reader to examine and abandon preconceived notions about which of our students can pursue certain interest-based or personalized learning paths. The equity issues need just as much (arguably more) attention as reviewing bids from various vendors for capital expenditures.

But looking beyond the success of our students and teachers within our classrooms, and of our schools within our districts, Learning Transformed calls for us to bridge from our field to our larger communities. Sheninger and Murray are making a considerable effort to unify the entirety of our most popular subtopics.

"There is no silver bullet when it comes to intentionally designing schools to transform learning, nor is there only one right way to do so. The key to transformational change and intentional design is to build," they say. This intentionality is grounded in the idea of achieving an admirable return on instruction, raising the morale and prestige of our field, and modernizing our capacity for change. This makes a credible and achievable case for improving the whole of education for our kids over the long haul.

Aside from the rich set of references, what makes Learning Transformed a different read is the honesty with which Sheninger and Murray communicate. Not that other authors are dishonest, but these are the measured statements of professionals who have determined there's no sense contributing to the theoretical without offering application that is as accessible to a rural single-building school as it is to a booming metropolis district serving 50,000 students. The managerial insight provided scales for all types of schools, and it's as though that's the intent more than simply offering listicles or tips for accomplishing specific outcomes.

Taken as a whole, Learning Transformed will become "My Career Transformed" for thousands of educators. And for the families they serve in their community, this means that years from now, students will be thanking their former teachers for doing things differently and impacting their lives.

As the authors say throughout, we're part of the solution.

For more book reviews, see:
Eric Nentrup is an eLearning coach in central Indiana and advocate for teachers and students. Follow Eric on Twitter with @ericnentrup. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update

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Review | Learning Transformed, by Eric Sheninger and Thomas Murray

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I hadn't seen Mr. Niespodziani since 1994, so it was a chance meeting we'd cross paths while riding my bike in a rare tour through my hometown. But there he was-one of my former teachers-as recognizable in his garden as he was in the front of his classroom.

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"In Learning Transformed, Sheninger and Murray provide an ambitious, yet achievable, research-based blueprint for school leaders to lead the needed change in today's schools.”

Arne Duncan

Former U.S. Secretary of Education

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"Sheninger and Murray offer thoughtful strategies for leaders to make student agency a reality in their schools."

Judi Moreillon
Associate Professor, Texas Woman's University

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While authoring my forthcoming book, Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy, I have read many professional books. This is the seventh in a series of professional book reviews-possible titles for your summer reading. The reviews are in no particular order.

On June 12, 2017, I attended an ASCD Webinar presented by authors Eric C. Sheninger and Thomas C. Murray. (If you missed it, I highly recommend the webinar archive.) Their presentation was centered on their hot-off-the-presses book Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today. After the webinar, I preordered a copy of their book and read it as I was completing my own manuscript.

This book focuses on creating a culture of innovation and leading change. In reviewing their table of contents, I found so many parallels between their book and mine that I was, at first, reluctant to read it... until after I had submitted my manuscript. However, my curiosity won out. And I am glad it did. Reading their work at the 11th hour in my process gave me an opportunity to further develop my thinking, reflect, and include some quotes from their book in mine.

In Learning Transformed, Sheninger and Murray identify "eight keys for intentional design." They are:
1. Leadership and school culture lay the foundation.
2. The learning experience must be redesigned and made personal.
3. Decisions must be grounded in evidence and driven by Return on Instruction.
4. Learning spaces must become learner-centered.
5. Professional learning must be relevant, engaging, ongoing, and made personal.
6. Technology must be leveraged and used as an accelerant for student learning.
7. Community collaboration and engagement must be woven into the fabric of a school's culture.
8. Schools that transform learning are built to last as financial, political, and pedagogical sustainability ensure long-term success (24-27).

I could not agree more about the importance of leadership and culture in creating the context for educational transformation. I believe future-ready librarians are positioned to be leaders and culture-builders in their schools.

For those of us in the school library profession, "inquiry" is the process that we promote for redesigning learner-centered/personalized learning. Sheninger and Murray offer thoughtful strategies for leaders to make student agency a reality in their schools. Among them are standards-aligned learning activities and assessments, student mastery of selecting the right tool for the task, portfolios as authentic assessments, student involvement in rule making, and participation in feedback loops-choice and voice (76-77).

Decision-making based on evidence also resonates with school librarians who develop library programs using evidence-based practice. One term that Sheninger and Murray use with which I was previously unfamiliar was Return on Instruction (ROI). They used this term in relationship to the funds and time spent on the latest technology tools and devices and ROI, evidence of improved student learning outcomes.

I found the parallel between ROI and Return on Investment an important one. School librarians who serve as technology stewards evaluate and field-test digital resources and tools based on sound pedagogical practices and learning goals can be leaders in their schools in ensuring a positive ROI. School librarians also provide formal professional development and job-embedded personalized learning for colleagues through coplanning and coteaching.

School librarians who have developed a learning commons model in their school libraries may be particularly interested in the chapter entitled "Designing Learner-Centered Spaces." I suspect they will echo the authors' contention that flexible spaces that "provide areas for movement, and promote collaboration and inquiry" (25) are needed if students are to explore creativity and reach for innovation.

As a reader, I found the format friendly, quotes thoughtful, and examples from the field compelling. I suspect many readers will compare their teaching and learning environments to those described in the book. It would be important to find as many similar assets with these sites and explore how your own school could further expand its areas of strength.

As an author, I was impressed by the endorsements Sheninger and Murray received for this book. Sir Ken Robinson, Linda Darling-Hammond, Daniel H. Pink, Robert Marzano, Michael Fullan, and many more education thought leaders have high praise for Learning Transformed.

If you are in a formal or informal leadership position in your school or district (e.g. future-ready librarians and school library supervisors), then you will want to read this book and discuss it with the decision-makers in your school and district.

Work Cited
Sheninger, Eric C., and Thomas C. Murray. Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today. Alexandria, VA: Association for Supervision and Curriculum Development, 2017.

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Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today

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While authoring my forthcoming book, Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy, I have read many professional books. This is the seventh in a series of professional book reviews-possible titles for your summer reading. The reviews are in no particular order.

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“The combination of evidence-based research with actionable steps to get your district moving is a rare find. Murray and Sheninger not only give you the ‘why,’ they give you the ‘how’ and feature districts that are creating incredible environments for students and staff.”

Joe Sanfelippo
Superintendent, Fall Creek School District (WI)

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"Eric Sheninger and Tom Murray knock it out of the park in Learning Transformed. This book will push your thinking and take you, the reader, through an in-depth comprehensive look at today's schools in order to best prepare our students and school communities for lifelong success.”

Jimmy Casas

Senior Fellow, International Center for Leadership in Education

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“Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today offers educators practical insights into processes of educational change essential to ensure learners are ready for a future world that will continue to rapidly evolve in decades to come.”

Pam Moran
2016 Virginia Superintendent of the Year

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“This book is a rich resource for leaders seeking to bring in new ideas and tools to increase equity, engagement, and effectiveness for today's learners—student and adult—in their schools and districts."

Beth Rabbitt
CEO, The Learning Accelerator

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“If you want student-centered learning, modern classroom design, 21st century professional growth, and impactful change at your school, Learning Transformed is the path you must take, and Murray and Sheninger are the perfect guides."

Mark Barnes
Author/Publisher and Creator of the Hack

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“There is an old saying that if you want to solve big problems, you have to first stop proving that you can't. This book provides a roadmap for transforming learning that is ambitious yet also realistic and doable."

Keith R. Krueger
CEO, CoSN – the Consortium for School Networking

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“Tom and Eric don't mince words on the hard work of school transformation, but the expression of that work is the most cogent, future-focused, and inspiration you will find.”

JoAnn Bartoletti
Executive Director, National Association of Secondary School Principals

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“Sheninger and Murray provide a dynamic roadmap for school leaders to fundamentally shift teaching and learning in schools, while keeping all decision making laser focused on the needs of today’s modern learners.”

Gov. Bob Wise

President, Alliance for Excellent Education

Former Governor of West Virginia

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“In Learning Transformed, Sheninger and Murray turn tightly honed concepts into practice. They have a compelling message for us all: ‘You are part of the solution.’ And with this book, they set out lanterns to light the paths for school leaders who are building vibrant and relevant school experiences for all learners.”

Betsy Corcoran
Cofounder and CEO, EdSurge

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“In response to the challenges of the automation economy—and with equity firmly in view—the authors offer a sensible path forward beginning with a redesigned learning experience so that student agency is the norm, not the exception.”

Tom Vander Ark
CEO, Getting Smart

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“Grounded in dynamic examples coupled with engaging design thinking approaches, the authors provide a blueprint for shifting our old schools into new schools.”

Heidi Hayes Jacobs
President, Curriculum Designers, Inc.

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“Eric Sheninger and Thomas C. Murray don't shy away from the big questions or shield their readers from the most promising and productive educational strategies either. This book is hopeful but not farfetched; practical without being pedantic.”

Andy Hargreaves
Brennan Chair in Education, Boston College

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“Learning Transformed has it all: eight keys that are concise, clear, and comprehensive. Great insights across the whole book. “

Michael Fullan
Author and Professor Emeritus, University of Toronto

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"We all know that leadership and school culture, grounded in long-lasting, dynamic relationships are the clearest path to school improvement. In order to systemically shift K–12 systems, school leaders must model the way and provide the guidance to do this effectively and efficiently. Learning Transformed gives us the research-based evidence and tools to do just that."

Todd Whitaker
New York Times Best-Selling Author