"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, Authentic Education

"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, Author, The Parallel Curriculum

“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 Crévola 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, Author, Professional Learning Communities at Work

"This is a timely and thought-provoking book. Fullan, Hill, and Crévola 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, Author, Leadership for Mortals

"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, Author, Moral Leadership

"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, Author, Who Governs Our Schools?

"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, Author, The Essentials of School Leadership

"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 Crévola 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, Author, Improving The Quality of Education for All

"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, Author, Making Schools Smarter

"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, Author, Results: The Key to Continuous School Improvement

"An ambitious and timely book, Breakthrough is a critical read for those genuinely interested in school reform. Fullan, Hill, and Crévola get to the heart of the matter-improving instruction based on evidence!"

James Spillane, Olin Professor in Learning and Organization, Northwestern University, Author, Distributed Leadership

"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, Howard University

"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, Western Kentucky University

"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)