Client Feedback

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I now know how to look at my school district and anticipate the changes and reorganization

needed to increase effectiveness.

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Thank you for helping our young and inexperienced leadership team become effective in such a short period of time.

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Thank you for helping us understand the process for making difficult decisions about our district’s leadership.

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I learned a great deal. I didn’t realize just how much I didn’t know, but you helped me see so

much more and apply quickly these new understandings.

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For the first time, I’m able to see the purpose and outcomes of my work. You have shown me

the real reasons for my work with boards of education.”

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You have given us a tremendous background that will sustain our future performance improvement efforts.

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You brought a perspective that helped us understand our organization much better than before.

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This process and report are great. We could not have done this without you.

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Thank you for designing and implementing a comprehensive accountability system for us.

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Statement of Endorsement from Dr. John Yopp

Professor, University of Kentucky, Associate Provost for Educational Partnerships

Director of the Partnership Institute for Math & Science Education Reform (PIMSER)

 

Curing Student Underachievement challenges the basic assumptions about school reform and can transform efforts to improve both school and student performance. The authors have established a framework to guide school leaders and teachers in discovering the real root causes of underperformance and to identify the remedies that will improve outcomes while avoiding the “silver bullets” that fail to deliver on promises. 

 

The clinical practice model provides analogous fundamental and systematic steps and procedures that educators can relate to the unnecessarily complex and often overlapping tasks and responsibilities of each participant in the school system. Beginning with the basic anatomy of the organization chart, the authors build a complete view of the organization systems that can be monitored like the organic systems of the human body using vital signs. Vital signs, individually and in clusters, identify the unique circumstances of underperformance that lead to the development of remedies that can succeed.

 

The implications for leadership are significant. Clinical processes and protocols lead to new understanding of underlying performance issues, build mutual support for improvement efforts among administrators and teachers, and increase professional confidence in successful solutions while leading away from the “patent medicines” that are designed and sold to treat all failures but seem to solve none of them.

Dr. Mark Raivetz, Superintendent of Schools

New Jersey Superintendent of the Year, 2010-2011

 

This book provides penetrating views into the workings of districts and schools. From the superintendent’s cabinet level to the principal and classrooms, clinical practice in education encourages the use of a common vocabulary and problem solving practice that support performance improvement.

 

The diagnostic process not only confirms the wisdom of leaders that know when districts and schools are not performing up to expectations, but it also provides the process and training that help educators build a body of professional knowledge of what works well and what needs further research.

Dr. Theodore Johnson 
Superintendent in Urban and Suburban School Districts 
Associate Professor of Graduate Education


Administrators and teachers willing to meet the challenge of improving student and school performance would be well advised to read Curing Student Underachievement. The diagnostic and prescriptive strategies presented in this book cut through the political, cultural, and social traditions of failure that limit the effectiveness of most reform efforts. 

 

The challenge of reversing student underachievement in the 21st new thinking and improved perspective offered in this book.

It is time to adapt clinical practice for education in order to improve professional diagnostic and prescriptive practices focused on 

the specific needs of learners and teachers.

Conference Participant Survey

Over 90% of participants in presentations on Clinical Practice at Education Conferences inboth 2013 and 2014 indicated that they wanted to learn more about Clinical Practice and would recommend it to other educators.