Although the "what" of schooling has become clearer through a convergence of research findings, educators still do not understand the "hows" of effectively using that knowledge to make necessary changes. This paper's objectives are to argue the necessity of fundamental changes in the patterns of schooling (the "whys") and to present a conceptual model of an instructionally effective school. This model contains two elements (the "whats" and the "hows") essential for creating schools that will ensure optimal effectiveness for all students. The imperative for school reform is grounded in three perspectives: economic, sociopolitical, and moral. The instructionally effective school model is driven by the central shared belief that all children can learn. Around this belief (mission), as a chart illustrates, are four domains of knowledge: (1) the design, implementation, and evaluation of the curriculum; (2) instructional strategies; (3) effective schools research; and (4) theories of change. Surrounding the knowledge domains are the processes empowering educators to transform goals and beliefs into reality, including collaborative decision-making models, effective interpersonal communication skills, problem-solving strategies, conflict management strategies, and caring for each other as adults. The interrelationships of these components, as well as barriers to collaborative processes in schools, are discussed in detail. (37 references) (MLH)