Abstract
I feel very fortunate to have been privileged to receive an excellent education in the effective school movement and effective school improvement in general. . . . Three conclusions describe my route to success: (1) Excellence is a qualitative phenomenon. Doing more does not equal better. High performers focus on qualitative, not quantitative improvements. (2) Talent is a useless concept. (3) Excellence is mundane. Excellence is accomplished through the doing of performers, ordinary in themselves, performed persistently and carefully, habitualized; compounded together, added up over time.
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