1. Teacher quality influences student achievement more than any other school-based factor.
  2. Developing teacher understanding of learning increases instructional intentionality.
  3. Instructional materials should equip teachers for intentional, not scripted, instruction that produces deep student learning.
  4. Neurocognitive and related fields of research offer insights that can inform and improve instruction.
  5. It is a grave mistake not to be proactive in responding to current research and its implications for education.
  6. Ignoring research delays applying methods that improve learning and increase student achievement.
  7. Such delay allows individuals and organizations with interests other than student learning (e.g., profit) to define how and when research should be applied to teaching.