{"product_id":"iterate-isbn-9781119913504","title":"Iterate","description":"\u003cp\u003e\u003cb\u003eInnovate and implement new, effective ways of teaching in your school\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e, veteran educator, MIT professor, and incorrigible innovator Justin Reich delivers an insightful bridge between contemporary educational research and classroom teaching, showing you how to leverage the cycle of experiment and experience to create a compelling and engaging learning environment. In the book, you'll learn how to employ a process of continuous improvement and tinkering to develop exciting new programs, activities, processes, and designs. \u003c\/p\u003e\u003cp\u003eThe author draws on over two decades of experience with educators, education researchers, and school leaders to explain how to apply the latest advances in the academic literature to your school, classroom, or online\/hybrid course. You'll also find: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eComplimentary access to two popular courses archived at the MIT Open Learning Library: \u003ci\u003eLaunching Innovation in Schools\u003c\/i\u003e and \u003ci\u003eDesign Thinking for Leading and Learning\u003c\/i\u003e\n\u003c\/li\u003e \u003cli\u003eInsights grounded in extensive scholarly experience in design and innovation from Prof. Reich and the MIT Teaching Systems Lab\u003c\/li\u003e \u003cli\u003eStrategies for combining the most effective evidence-based teaching methods with the flexibility and creativity displayed by schools during the COVID-19 pandemic\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eAn invaluable strategic playbook for innovative teaching, \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e is perfect for PK-12 school and district leaders, teacher leaders, and educators. \u003c\/p\u003e\u003cp\u003eIntroduction: The Secret to School Improvement               7\u003c\/p\u003e \u003cp\u003eMy Best Teaching Ever: Wilderness Medicine      7\u003c\/p\u003e \u003cp\u003eCreating Time and Space for Iteration     9\u003c\/p\u003e \u003cp\u003eIterative Improvement at MIT     10\u003c\/p\u003e \u003cp\u003eThree Cycles for Iterative Improvement 11\u003c\/p\u003e \u003cp\u003eThe Cycle of Experiment and Peer Learning          13\u003c\/p\u003e \u003cp\u003eDesign Thinking for Leading and Learning              15\u003c\/p\u003e \u003cp\u003eCollaborative Innovation Cycle   17\u003c\/p\u003e \u003cp\u003eThree Principles for Iteration      18\u003c\/p\u003e \u003cp\u003eThink In Cycles and Spirals            19\u003c\/p\u003e \u003cp\u003eAct in Short Design Cycles             19\u003c\/p\u003e \u003cp\u003eImprove in Community  19\u003c\/p\u003e \u003cp\u003eChapter 1: What is the Cycle of Experiment and Peer Learning?   21\u003c\/p\u003e \u003cp\u003eChanging the Complex, Fine-Grained Work of Teaching   24\u003c\/p\u003e \u003cp\u003eTeachers Primarily Change Their Pedagogy in Response to Other Teachers             26\u003c\/p\u003e \u003cp\u003eThree Phases to the Cycle of Experiment and Peer Learning          27\u003c\/p\u003e \u003cp\u003eExperiment        28\u003c\/p\u003e \u003cp\u003eExperience         29\u003c\/p\u003e \u003cp\u003ePlan       32\u003c\/p\u003e \u003cp\u003eWhat’s missing from the Cycle of Experiment and Peer Learning 33\u003c\/p\u003e \u003cp\u003eEvaluation and Measurement    34\u003c\/p\u003e \u003cp\u003eLoss       35\u003c\/p\u003e \u003cp\u003ePower, Difference, and Design Justice     37\u003c\/p\u003e \u003cp\u003eLeadership and the Cycle of Experiment and Peer Learning            40\u003c\/p\u003e \u003cp\u003eChapter 2: Spinning the Cycle of Experiment and Peer Learning   44\u003c\/p\u003e \u003cp\u003eCreating More Opportunities for Experimentation            46\u003c\/p\u003e \u003cp\u003ePointing a Light: Targets of Difficulty        47\u003c\/p\u003e \u003cp\u003eMaking Time: Summer Innovation Funding           47\u003c\/p\u003e \u003cp\u003eFinding the Resources All Around You: Students as Designers       49\u003c\/p\u003e \u003cp\u003eInnovation Staffing: Department Heads, Coaches, and Teachers on Special Assignment    50\u003c\/p\u003e \u003cp\u003eUsing the Bully Pulpit      51\u003c\/p\u003e \u003cp\u003eMaking Team Learning Richer: Looking at Student Work and Instructional Rounds              53\u003c\/p\u003e \u003cp\u003eThe Proof of the Pudding: Looking at Student Work          53\u003c\/p\u003e \u003cp\u003eGetting into Classrooms: Instructional Rounds    54\u003c\/p\u003e \u003cp\u003eInstitutional Learning: Ramping up Planning through Peer-to-Peer Learning           56\u003c\/p\u003e \u003cp\u003eMeeting Times are Instructional Sharing Times   58\u003c\/p\u003e \u003cp\u003eTeacher Led Peer-to-Peer Learning          59\u003c\/p\u003e \u003cp\u003eSeeing Outside Expertise as the Catalyst Teacher to Peer-to-Peer Learning             61\u003c\/p\u003e \u003cp\u003eRowing in the Same Direction: Creating Common Instructional Language and a Shared Vision        62\u003c\/p\u003e \u003cp\u003ePreparing to Communicate Together: Creating a Common Instructional Language               62\u003c\/p\u003e \u003cp\u003eDeveloping a Shared Vision: Right-Sized Goals     64\u003c\/p\u003e \u003cp\u003eIterating Forward with The Cycle of Experiment and Peer Learning             66\u003c\/p\u003e \u003cp\u003eChapter 3: What is Design Thinking?        68\u003c\/p\u003e \u003cp\u003eFrom Waterfalls to Sprints: A Brief History of Design         71\u003c\/p\u003e \u003cp\u003eFrom Dewey to Design Thinking 74\u003c\/p\u003e \u003cp\u003eThe Design Justice Critiques of Design Thinking   76\u003c\/p\u003e \u003cp\u003eGetting Started with Design Thinking for Leading and Learning    78\u003c\/p\u003e \u003cp\u003eKey Principles to Design Thinking for Leading and Learning            81\u003c\/p\u003e \u003cp\u003eSix Phases for Design Thinking for Leading and Learning  84\u003c\/p\u003e \u003cp\u003eDiscover               84\u003c\/p\u003e \u003cp\u003eFocus    88\u003c\/p\u003e \u003cp\u003eImagine 91\u003c\/p\u003e \u003cp\u003ePrototype           93\u003c\/p\u003e \u003cp\u003eTry          97\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 99\u003c\/p\u003e \u003cp\u003eReflection and Inclusion 101\u003c\/p\u003e \u003cp\u003eConclusion          102\u003c\/p\u003e \u003cp\u003eChapter 4: Getting Started with Design   104\u003c\/p\u003e \u003cp\u003eDiscover               104\u003c\/p\u003e \u003cp\u003eResearch to Discover: Surveys, Interviews, and Observations       104\u003c\/p\u003e \u003cp\u003eIterating on Discovery    106\u003c\/p\u003e \u003cp\u003eCombining Local Knowledge with Education Research     108\u003c\/p\u003e \u003cp\u003eFocus    109\u003c\/p\u003e \u003cp\u003eGoing from Observable Data to Underlying Challenges    109\u003c\/p\u003e \u003cp\u003eFinalizing a Focus Area   112\u003c\/p\u003e \u003cp\u003eImagine 113\u003c\/p\u003e \u003cp\u003eUser Personas (or Community Personas)               114\u003c\/p\u003e \u003cp\u003eImagine by Analogy         115\u003c\/p\u003e \u003cp\u003eImagining from Flare to Focus     117\u003c\/p\u003e \u003cp\u003ePrototype           118\u003c\/p\u003e \u003cp\u003eSketching and Storyboarding      119\u003c\/p\u003e \u003cp\u003ePaper Prototyping and Wireframing         121\u003c\/p\u003e \u003cp\u003ePhysical Prototyping and Rehearsals        123\u003c\/p\u003e \u003cp\u003eTry          124\u003c\/p\u003e \u003cp\u003eWhen to Try Out Your Prototypes             125\u003c\/p\u003e \u003cp\u003eHow to Try Out Your Prototypes 126\u003c\/p\u003e \u003cp\u003eWho Should Try Out Your Prototypes      130\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 132\u003c\/p\u003e \u003cp\u003eDesign Crits         132\u003c\/p\u003e \u003cp\u003eConclusion          134\u003c\/p\u003e \u003cp\u003eChapter 5: The Collaborative Innovation Cycle     136\u003c\/p\u003e \u003cp\u003eFour Phases of the Collaborative Innovation Cycle             139\u003c\/p\u003e \u003cp\u003eDeveloping the Collaborative Innovation Cycle with Peter Senge 142\u003c\/p\u003e \u003cp\u003eLooking Inwards and Outwards, Setting the Frame for the Collaborative Innovation Cycle 143\u003c\/p\u003e \u003cp\u003eSystems Thinking in Schools        143\u003c\/p\u003e \u003cp\u003eWho Leads? Distributed Leadership in Schools    145\u003c\/p\u003e \u003cp\u003eKey Principles for the Collaborative Innovation Cycle        146\u003c\/p\u003e \u003cp\u003eBringing People Together Around Ideas They Care About               147\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    150\u003c\/p\u003e \u003cp\u003eRefining a Vision and Getting to Work     154\u003c\/p\u003e \u003cp\u003eBuilding from Personal Visions to Shared Vision  155\u003c\/p\u003e \u003cp\u003eManaging Difference in a Shared Vision  159\u003c\/p\u003e \u003cp\u003eThe Someday-Monday Dilemma 161\u003c\/p\u003e \u003cp\u003eGetting to Work: The Cycle of Experiment and Peer Learning, and Design Thinking for Leading and Learning           164\u003c\/p\u003e \u003cp\u003eWorking Together Through Ups and Downs          165\u003c\/p\u003e \u003cp\u003eFour Fields of Listening  171\u003c\/p\u003e \u003cp\u003eTools for Better Listening: The Ladder of Inference           176\u003c\/p\u003e \u003cp\u003eAddressing Disagreement Through a Bias to Action           180\u003c\/p\u003e \u003cp\u003eMeasuring Progress and Adjusting            183\u003c\/p\u003e \u003cp\u003eKey Principles for Measuring Progress and Adjusting        184\u003c\/p\u003e \u003cp\u003eDistinguishing Assessment from Evaluation          186\u003c\/p\u003e \u003cp\u003eGathering Evidence from Artifacts of Learning     188\u003c\/p\u003e \u003cp\u003eGathering Evidence from People               193\u003c\/p\u003e \u003cp\u003eUsing Assessment to Revitalize Initiatives and to Get Unstuck      198\u003c\/p\u003e \u003cp\u003eConclusion          199\u003c\/p\u003e \u003cp\u003eChapter 6: Tools and Strategies for the Collaborative Innovation Cycle     201\u003c\/p\u003e \u003cp\u003eActivities for Bringing People Together Around Ideas They Care About     201\u003c\/p\u003e \u003cp\u003eVisions for a Powerful Learning Environment       202\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    204\u003c\/p\u003e \u003cp\u003eAsset Mapping  208\u003c\/p\u003e \u003cp\u003eActivities for Refining a Vision and Getting to Work           211\u003c\/p\u003e \u003cp\u003eExploring Possible Visions: Rightboro Scenarios  211\u003c\/p\u003e \u003cp\u003eRefining a Vision: The Someday\/Monday Starter Kit          218\u003c\/p\u003e \u003cp\u003ePart 1 - Someday: What Does Awesome Look Like?           218\u003c\/p\u003e \u003cp\u003ePart 2 - Monday: Concrete Steps               220\u003c\/p\u003e \u003cp\u003eActivities for Working Together Through Ups and Downs                221\u003c\/p\u003e \u003cp\u003eActivity: Left-Hand Column Case 222\u003c\/p\u003e \u003cp\u003eActivities for Measuring Progress and Adjusting 225\u003c\/p\u003e \u003cp\u003eAssessment Planning Scenarios 225\u003c\/p\u003e \u003cp\u003eAssessment Plan              230\u003c\/p\u003e \u003cp\u003eFrom Launching Innovation in Schools to Sustaining Innovation in Schools              232\u003c\/p\u003e \u003cp\u003eConclusion: Cycles, Endings, and Beginnings         234\u003c\/p\u003e \u003cp\u003eBalancing Coherence and Innovation      234\u003c\/p\u003e \u003cp\u003eWhen Cycles End              235\u003c\/p\u003e \u003cp\u003eFinal Thoughts: Inclusion and Joy              237\u003c\/p\u003e \u003cp\u003eAppendix 1: Design Thinking Starter Project Walkthrough: Helping a Friend with a Routine or Event           239\u003c\/p\u003e \u003cp\u003eStep 1: Discover: Prepare for \u0026amp; Conduct an Initial Interview          239\u003c\/p\u003e \u003cp\u003ePrepare \u0026amp; Conduct Interview Template 241\u003c\/p\u003e \u003cp\u003eExample Interview          243\u003c\/p\u003e \u003cp\u003eStep 2: Focus: Identify a Specific Design Problem               246\u003c\/p\u003e \u003cp\u003eKey Takeaways Template             247\u003c\/p\u003e \u003cp\u003eKey Takeaways Example 248\u003c\/p\u003e \u003cp\u003eStep 3a: Imagine new Solutions 250\u003c\/p\u003e \u003cp\u003eBrainstorm Template     251\u003c\/p\u003e \u003cp\u003eBrainstorm Template     253\u003c\/p\u003e \u003cp\u003eStep 3b: Choosing a Solution for Prototyping       254\u003c\/p\u003e \u003cp\u003eStep 4: Prototype Your Solution 255\u003c\/p\u003e \u003cp\u003eStep 5: Try out your Prototype, Get User Feedback, and Iterate  258\u003c\/p\u003e \u003cp\u003eDesign Hypothesis Tryout Template         259\u003c\/p\u003e \u003cp\u003eFeedback Template        261\u003c\/p\u003e \u003cp\u003eFeedback Example          263\u003c\/p\u003e \u003cp\u003eStep 7: Reflect and Share              266\u003c\/p\u003e \u003cp\u003eAppendix 2:  Design Thinking for Leading and Learning in Practice Walkthrough   268\u003c\/p\u003e \u003cp\u003eDiscover               269\u003c\/p\u003e \u003cp\u003eDiscover 1a: Find Your Team       269\u003c\/p\u003e \u003cp\u003eDiscover 1b: Review The School Change Status Quo          269\u003c\/p\u003e \u003cp\u003eDiscover 1c: Identify a Problem of Practice            270\u003c\/p\u003e \u003cp\u003eDiscover 1d: Identify Stakeholders           272\u003c\/p\u003e \u003cp\u003eDiscover 1e: Gather Stakeholder Perspectives on Your Problem of Practice through Interviews, Observations, Student Work, or Surveys             272\u003c\/p\u003e \u003cp\u003eDiscover 1f: Research and Comparison schools    275\u003c\/p\u003e \u003cp\u003eFocus    276\u003c\/p\u003e \u003cp\u003eFocus 2a: Thinking About Needs (Focus) 276\u003c\/p\u003e \u003cp\u003eStep 3: Brainstorm Solutions (Imagine)   278\u003c\/p\u003e \u003cp\u003eStep 3b: Evaluate Ideas (Imagine)             279\u003c\/p\u003e \u003cp\u003eStep 4: Plan Initial Steps (Prototype)       280\u003c\/p\u003e \u003cp\u003eStep 5: Take a Step and Iterate (Try)        284\u003c\/p\u003e \u003cp\u003eStep 7: Reflect \u0026amp; Share  286\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eJustin Reich\u003c\/b\u003e started his career as a high school history teacher and is now an associate professor at MIT and the director of the Teaching Systems Lab. He is the author of \u003ci\u003eFailure to Disrupt: Why Technology Alone Can’t Transform Education\u003c\/i\u003e. He earned his doctorate from the Harvard Graduate School of Education.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eA flexible, creative, research-backed approach to making a lasting difference in education\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eTeaching and learning can happen better and faster when we follow a cyclical process of launching, evaluating, and improving what we do. Instead of waiting until the beginning of a new semester or new unit to try new things, we can embrace a mindset and a practice of testing out small changes all the time. The result of making iteration central to education is greater gains and improved learning outcomes. In this book, leading educational innovator Justin Reich shows you the way. \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e bridges research and practice, offering a concrete framework and hands-on guidance for educators and education leaders who want to bring the spirit of experimentation to their work. \u003c\/p\u003e\u003cp\u003e“Justin Reich stands out as one of the most brilliant minds in education reform. In his latest book \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e, he masterfully combines his extensive academic research and vast experience as an educator to create an immensely useful resource for guiding change in schools. This book offers an invaluable blend of concepts, strategies, and tools that empower school leaders and individuals to understand and effectively design innovation within educational communities.”\u003cbr\u003e \u003cb\u003e—Tom Daccord, Co-Founder of EdTechTeacher\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePraise for \u003ci\u003eIterate\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e“There are lots of books out there talking about \"change\" in education. However, Justin has written one of the few, if not the only, one that talks honestly about the negatives of ‘top down’ change being done ‘to’ teachers and students, and points the way to ‘bottom up’ change done ‘with’ teachers, students and their families.”\u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eLarry Ferlazzo\u003c\/b\u003e, High School educator, author, and Education Week teacher advice columnist\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\"I wish I had a red telephone in my office that I could pick up any time I wanted to talk with Justin Reich about the beautiful, sticky, and crucial work of helping schools evolve. This book will now sit on my desk and play the role of that phone. \u003ci\u003eIterate\u003c\/i\u003e is packed with thoughtful perspectives, real stories, and actionable approaches for how we can create the conditions for positive change in schools. And it's all shared in a crisp conversational tone with vibrant illustrations. I never have to call Justin again!\"\u003c\/p\u003e \u003cp\u003e- \u003cb\u003eSam Seidel\u003c\/b\u003e, co-author of \u003ci\u003eHip Hop Genius 2.0\u003c\/i\u003e and \u003ci\u003eCreative Hustle\u003c\/i\u003e; and K12 Lab Director of Strategy + Research at the Stanford School\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“Perhaps the greatest praise I can give a new book is this: I want to give this to all my educator friends and colleagues. There is so much in this book that ‘works’! I found myself repeatedly saying, ‘Yes! Yes! I agree with that! Yes, that makes so much sense!’ Here’s one: ‘If we want students to try new ideas; teachers must do so, too.’ Or this one, ‘Design as flare and focus,’ or even more powerful the idea of having more adults in schools who still teach part-time. And the best, ‘only teachers can change teaching and learning.’ There are so many invaluable nuggets of wisdom and truth in this book. And the best, most of it is available for free through creative commons. Reich has given the field an important and exciting new resource.”\u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eLinda Nathan\u003c\/b\u003e, lecturer at the Harvard Graduate School of Education and founding Head of Boston Arts Academy\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“Justin Reich stands out as one of the most brilliant minds in education reform. In his latest book \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e, he masterfully combines his extensive academic research and vast experience as an educator to create an immensely useful resource for guiding change in schools. This book offers an invaluable blend of concepts, strategies, and tools that empower school leaders and individuals to understand and effectively design innovation within educational communities.”\u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eTom Daccord\u003c\/b\u003e, co-founder of EdTechteacher\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“In \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e, Reich masterfully synthesizes decades of research and practice into a powerful set of strategies that help spark change in education. Acknowledging that schools are complex systems that operate on many levels, the three practical and ready-to-implement approaches shared in this book demonstrate how to engage all stakeholders in collaborative experimentation that works!”\u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eTom Driscoll\u003c\/b\u003e, CEO of EdTechTeacher\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“In \u003ci\u003eThe Magic School Bus\u003c\/i\u003e, Ms. Frizzle gives her students some great advice: ‘Take chances, make mistakes, get messy.’ In his timely new book \u003ci\u003eIterate\u003c\/i\u003e, Justin Reich gives similar advice for classroom teachers and school leaders, providing useful examples and practical tips on how to innovate at all levels of the school ecosystem by continually experimenting with new approaches and making changes based on the results, over and over again.”\u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eMitch Resnick\u003c\/b\u003e, Professor at MIT, Director of the Lifelong Kindergarten group at the MIT Media Lab, and Developer of the Scratch creative computing community\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003ci\u003e“Iterate\u003c\/i\u003e is more than a guide—it's an irresistible call to action for educators, leading toward innovation and systemic transformation. Reich, with his impressive wisdom drawn from profound involvement in educational reform, weaves compelling narratives that make this book a captivating journey. Rich in research-based practices, this work is not merely about reading cover to cover, but learning, applying, and iterating upon the myriad lessons and practical strategies it imparts. An essential compass in the pursuit of educational metamorphosis, \u003ci\u003eIterate\u003c\/i\u003e masterfully turns insights into action.”\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eEric Klopfer\u003c\/b\u003e, Professor at MIT and Director of the Scheller Teacher Education Program\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“Reich by no means underestimates the challenges and complexity of promoting innovation in schools and what it can require of teachers and school leaders. But this is a hope-inspiring, energizing book that will be immensely helpful for all educators who are trying to roll up their sleeves and get on with exploring, prototyping, trying, reflecting—and iterating on—the kinds of locally-responsive improvements to teaching and learning that all students need and deserve. Reich deftly and coherently steers the reader through a plethora of ideas—some well-known and some his own—that can be tried out on Monday within a single classroom or used to inform large-scale, systemic change.”\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eLiz Dawes Duraisingh\u003c\/b\u003e, Co-Director and Principal Investigator at Project Zero, Lecturer at Harvard Graduate School of Education, and author of \u003ci\u003eInquiry-Driven Innovation: A Practical Guide to Supporting School-Based Change\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\"Justin Reich has written a gem of a book. \u003ci\u003eIterate\u003c\/i\u003e is a how-to manual for climbing out of that rut and rediscovering the creative processes that reside in all of us. It should be on every educator's bookshelf.\"\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eSam Wineburg\u003c\/b\u003e, Margaret Jacks Professor of Education, Emeritus, Stanford University, Founder of the Stanford History Education Group\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“This is a book for every educator, community member, family member, and policymaker interested in learning more about the work they do to improve it. Drawing from his rich and robust experiences as well as transdisciplinary perspectives on designing and improving teaching, Reich has produced a powerful book that innovates as it educates.”\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eH. Richard Milner IV\u003c\/b\u003e, Cornelius Vanderbilt Chair of Education, Immediate-Past President, American Educational Research Association, and author of \u003ci\u003eThe Race Card\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“Intuitively we know that teachers are the driving force of change and administrators need to create the conditions for this to happen but rarely is that articulated, much less given a road map.”\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e-          \u003cb\u003eMelanie Ching\u003c\/b\u003e, Director of Community \u0026amp; Engagement at What School Could Be\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989484978405,"sku":"NP9781119913504","price":32.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119913504.jpg?v=1761784289","url":"https:\/\/k12savings.com\/products\/iterate-isbn-9781119913504","provider":"K12savings","version":"1.0","type":"link"}