This story exemplifies how teachers and administrators can make choices in the best interests of their students. In this book, the authors describe how the principal and faculty at Sanchez School worked together to implement organizational and instructional changes that significantly increased the academic achievement of its low-income students from linguistically diverse backgrounds. The authors document the power of teachers to change the culture of a school through their own professional learning and evidence-based approaches to classroom instruction.
A huge part of this text celebrates teachers as decision makers. The direction they take reflects their mission to teach the curriculum in a way that promotes social justice and closes opportunity gaps between social groups. Teachers are agents for change, which is in direct contrast to the traditional notion of teachers teaching a prescribed curriculum. They have become responsible for their professional learning.