Note: This continues my exploration of Philip Schlechty’s book, Leading for Learning. These are my notes on Chapter 7.


  1. Teachers are workers whose primary responsibility is ensuring that students meet standards set by outside customers.
  2. Learning is not the explanation, cause, or rationale for school behavior or for decisions made in school. Students are not motivated by learning; they are motivated by characteristics of the tasks that call on them to learn. It is the quality of the work teachers provide for students, along with the quality of support teachers provide to students in the conduct of that work, that should be the bottom-line concern. Teachers do not cause students to learn; teachers design tasks that they assume will call on students to learn, guide them to sources of instruction so that they can learn what they need to learn, and lead them to the successful completion of the work assigned.
  3. Profound learning affects and shapes habits and worldviews; it is learning that involves the ability to evaluate and create, as well as to compare, contrast, and remember, and can be used in a variety of contexts.
  4. Superficial learning involves short-term memory. It provides little in the way of application in novel contexts. Superficial learning is compartmentalized rather than embedded in worldviews and habitual ways of thinking and doing. It does not require much in the way of commitment, meaning, persistence, or voluntary effort. All that is required is student compliance and a means of inducing student to spend sufficient time on task to “master” the involved operations well enough to respond appropriately on paper-and-pencil tests.
  5. Content Standards: What we want students to know.
  6. Performance standards: What we want them to be able to do.
This chapter was a tough slog to work through. 

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