About the Authors

Douglas Fisher, PhD,

is a professor of educational leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and nonprofit organizations. Doug has engaged in professional learning communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as The Distance Learning Playbook and the PLC+ series.

Nancy Frey, PhD,

is a professor in educational leadership at San Diego State University and a leader at Health Sciences High & Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in professional learning communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Distance Learning Playbook, Grades K–12 and The Distance Learning Playbook for College and University Instruction.

Dominique Smith, EdD,

is a social worker, school administrator, mentor, national trainer for the International Institute on Restorative Practices, and member of Corwin’s Visible Learning for Literacy Cadre. He is passionate about creating school cultures that honor students and build their confidence and competence. He is the winner of the National School Safety Award from the School Safety Advocacy Council. He is the coauthor of Better Than Carrots and Sticks: Restorative Practices for Positive Classroom Management, Engagement by Design, and The Teacher Credibility and Collective Efficacy Playbook, and has written articles for Principal Leadership, School Leadership, and Educational Leadership.

John Hattie, PhD,

is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, and 10 Mindframes for Visible Learning.