The theory of change in these endeavors suggests that new descriptions of learning outcomes and measurements will somehow create new skills in teachers and unleash student potential and engagement. While these two policies are a step toward potential change, they fall short of providing a mechanism for growth. The problem is that describing and measuring outcomes—the “what”—does little to change the skill and knowledge of teachers and leaders to foster new forms of learning, which could lead to the new outcomes. What is missing in current approaches is a robust strategy to get at the “how” of
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Fullan's critique of NCLB
