One thing is clear; there are no quick fixes when it comes to school reform.

The research continues to show, and practical experience has proven, that comprehensive, systemic reform comes only through persistent, committed school engagement over a period of several years. The Collaborative engages in long-term initiatives with teachers and administrators focused on critical issues surrounding quality teaching and learning interactions.

The Collaborative has a distinct point-of-view about teaching and learning. All programs and services, whether they be the national reform models we manage and deliver, or our own programs and services, are undertaken with the following beliefs in mind.

• Schools should be collaborative communities of learning for all stakeholders, including students, teachers, administrators, families and community members
• The first responsibility of the school is to create and nurture environments that support learning for all students
• The school and the classroom should be learner-centered, and designed to ensure learning experiences that offer access and challenge for all
• Teachers must be deeply engaged in the development and articulation of rigorous content and performance standards, and are responsible for planning instruction that addresses those standards with a continuous progress design
• Teachers must provide learning opportunities that both accommodate and develop students' multiple intelligences and learning styles
• Teachers must create an inclusive classroom that builds on students' cultural background and experiences
• Continuous assessment, for the purpose of instructional planning rather than for reporting and grading, is absolutely key to ensuring that all children learn to high standards
• Children learn best when they are actively engaged with compelling content through research, inquiry, investigation, creation, and reflection
• Teachers must be researchers, inquirers, investigators and creators; they must be reflective practitioners
• Learning about, in and through the arts is a vital dimension of effective classroom practice.

With these guiding principles in mind, the Collaborative works with schools to deliver new knowledge, and to provide practical tools for supporting learning. The organization also serves as a bridge of understanding and application between national research-based design models that are consistent with our beliefs and the appropriate local and state reform efforts.

The Collaborative manages a range of programs and services aimed at better assisting teachers and schools with meeting their own specific needs in reform of classroom practice and school culture. The Collaborative is also well positioned to work in the service of other, non-education, learning organizations and has partnered with several groups to conduct work on their behalf.