Current Catalog - Learning Sciences International

Transcription

CONTINUOUS
EDUCATOR GROWTH
Catalog February 2016
NEW!
PD PACKS &
WORKSHOP DAYS
Dylan Wiliam Center
STRATEGIC
FORMATIVE
ASSESSMENT
For Standards-Based Classrooms
ESSENTIALS FOR
ACHIEVING RIGOR
Live Monitoring
of Student Learning
LSI TRACKER
BOOKS FOR
EDUCATORS
Marzano - Wiliam - Sousa - Bender Karten - Murphy - Daccord & Reich Brookhart - Tate - and more!
G R O W YO U R E X P E R T I S E
BOOKS MADE FOR TEACHERS!
NEWLY RELEASED BOOKS
by respected authors and education researchers
• Robert J. Marzano
• Dylan Wiliam
• David A. Sousa
• Toby J. Karten
• Joseph Murphy and more!
LEARNING AND
PERFORMANCE
MANAGEMENT
ORDER TODAY: LearningSciences.com/books | 1.877.411.7114
Contents
OFFICIAL C ATALOG OF LEARNING SCIENCES INTERNATIONAL
FEB 2016 • VOLUME 7 • ISSUE 1
PRODUCTS
10 Marzano Center
Essentials for
Achieving Rigor
A model of instruction
focused on planning,
strategies, and coaching
for classroom rigor
21 3-Day PD Training:
Beyond the Basics
Best practices for getting
all students ready to meet
new standards
22 Strategic Formative
Assessment
NEW FEATURES
6 LSI Tracker
New mobile app to let
educators spend more
time teaching and less time
managing data
7 Architecture Day
Hands-on workshop for
building instructional
leadership
8 PD Packs
Professional development
and technology packages
that bring it all together
Embedding formative
assessment into
classroom practice
31 Leadership and School
Improvement
Customized solutions
for the specific needs
of school leaders
33 Research Services
Our experts help you
analyze, document, and
report your data
34 Hierarchical
Evaluation Systems
Moving the focus
from compliance to
long-term improvement
42 iObservation®
An easy, efficient, and
effective platform to
conduct classroom
observations and
teacher evaluations
ORDERING MADE EASY
Online: LearningSciences.com
Call: 1.877.411.7114
(M-F 8 a.m. to 5 p.m. EST)
Mail: Learning Sciences International
175 Cornell Road • Suite 18 Blairsville, PA 15717
Fax: 724.299.8133
44 Teacher Education
Graduate education
and master's degrees
3
Forward
Featured in the January 2016 District Administrator Magazine - Sponored Content
TRANSFORMING SCHOOLS BY TRANSFORMING OUR MENTAL
MODEL OF INSTRUCTION
The principal’s instructional vision is critical in the shift to rigorous, standards-based classrooms.
In my travels across the country, one of
the things I enjoy most is visiting schools.
My colleagues and I are often invited into
classrooms by principals eager to showcase
their schools. The classrooms are typically
well organized with hard-working teachers
dispensing knowledge to well-behaved
students dutifully following directions. Is
there something wrong with this picture?
By Michael Toth, CEO,
Learning Sciences International
When I am training district or school
leaders, I ask them to envision an
effective classroom. What do they see
in their mind’s eye? Often their vision for instruction or mental model
looks like this: A charismatic teacher holding students in rapt attention
in a well-managed and orderly classroom.
I ask them to contrast that mental model of instruction with this
one: The teacher is mostly listening, walking around while skillfully
facilitating and monitoring groups where students are vigorously
questioning each other about the content. Students are engaged in
cognitively complex tasks, researching in literature and on the Internet,
and citing evidence to support their claims. The classroom resounds
with the good noise of students engaged in learning with their peers.
The students’ learning takes center stage, instead of the charismatic
lecturer.
Which classroom would you want your child to be in?
It is important to note that the traditional mental model of teaching is
not wrong. At one time it served well, but the world has changed, as has
the rigor of new academic standards. Students can Google facts from
their ever-present smart phones, making memorization less important.
Today’s employers are seeking employees who can think critically and
organize themselves into teams to solve complex problems and invent
solutions. Our classroom learning environments need to reflect the way
people work in today’s workplace.
4
LearningSciences.com
A principal can only lead a school to his or her level of instructional
vision.
So how do principals change their mental model of effective
instruction? In our experience, it starts with a RigorWalkTM of their
school. A RigorWalk is a process of looking for specific scientific
indicators of school leadership practices and rigorous standards-based
instructional practices. A trained expert in the instructional shifts to
rigorous standards-based teaching walks the school side-by-side with
the principal, looking at and debriefing student and teacher evidence.
Through this principal-coaching process, the principal develops a new
mental model of instruction, so that he or she can lead the school
forward by providing professional development and feedback to
teachers in a supportive cycle, until the full transformation to rigorous
instruction occurs.
Through our work with RigorWalks and Demonstration Schools for
Rigor, we have seen principals, teachers, and entire schools repeatedly
make this transition. When teachers transition away from traditional
teacher-centered classrooms where they are doing most of the
“work”, to the new student-centered classrooms focused on real-world
activities, where students are doing most of the “work”, we see the love
of teaching return and re-energize the faculty. Teachers tell us it used
to feel like they were pushing the students, and that they had to push
harder each year. Now the students pull them to the learning.
It all starts with supporting principals to transform their mental model
to a new vision for instruction through walking their school to see
what is possible. When their mental model changes, their instructional
leadership changes too.
Michael Toth is founder and CEO of Learning Sciences International. He advises state
departments of education and district superintendents on issues of leadership and teacher
effectiveness, school improvement, and leadership pipeline development and tracking
systems. He is co-author, with Dr. Robert J. Marzano, of Teacher Evaluation That Makes a
Difference: A New Model for Teacher Growth and Student Achievement and with Dr. Beverly
Carbaugh and Dr. Robert J. Marzano of School Leadership for Results: Shifting the Focus of
Leader Evaluation.
Technology
1.877.411.7114
5
District
School
TECHNOLOGY
Technology
Spend more time teaching and less time managing data.
NEW!
REAL-TIME STUDENT PERFORMANCE
TRACKING TECHNOLOGY
WITH JUST A SIMPLE
TAP, YOU CAN:
•
Create and manage
student rosters and
lessons
•
Track student progress
on multiple tasks and
learning targets
•
Add individualized
comments about students’
scores
•
Automatically save work
for further analysis and
reporting
•
Navigate to prior lessons
and revise assessments
as needed
•
Easily generate lessonspecific class reports
•
Create a trend analysis
or historical view of
student progress
1.877.411.7114
6
The new LSI Tracker is a mobile-enabled application that empowers K–12 teachers
to quickly track student performance during a lesson. Its unique features allow
educators to see what is (or isn’t) working in their teaching so they can make realtime instructional decisions that ensure all students are meeting their learning
targets each day.
The beauty is in its ease of use, but the app is also robust enough to produce rich
reports about the learning targets and evidences within each lesson. It uses
data from multiple sources to help teachers stay focused on standards-aligned
instruction. They can even build standards-driven performance scales and lesson
plans and feed the outputs into the Tracker.
Our tracking app is so easy to set up and integrate into any classroom setting,
it won’t impede or slow down lessons, so teachers of all technical abilities can keep
student engagement—and achievement—at their highest.
Shift school culture to embrace rigorous, standards-based instruction and monitoring
resulting in increased student achievment.
THE ARCHITECTURE OF BUILDING
INSTRUCTIONAL LEADERSHIP FOR
STANDARDS-BASED CLASSROOMS
AND FORMATIVE ASSESSMENT
This workshop hones in on four key areas of focus for educational leaders shifting to
a rigorous, standards-based instructional system. Participants will leave with fresh
ideas and deeper insight into how they can help teachers build on their expertise
as they construct rigorous learning targets and scales, track student progress, and
maintain productive PLCs that encourage schoolwide growth and collaboration.
NEW!
DEEPEN YOUR
UNDERSTANDING OF:
•
Growing teacher expertise
on instructional strategies
Learn about key teaching
strategies that develop
students’ higher-order
thinking skills.
•
Establishing a rigorous,
standards-based system
Get research-based
insight and practical tips
to significantly increase
schoolwide rigor.
•
Implementing short-cycle
formative assessment
Help teachers seamlessly
build minute-to-minute
monitoring into every lesson.
•
Building standards-based
PLCs
Promote effective mentoring
and collaboration with
strong Professional Learning
Communities.
In the process, you’ll maximize your school’s capacity to:
•
Increase the use of instructional strategies through a growth mindset
•
Plan for the creation of standards-based learning targets and scales
•
Communicate the purpose and need for a schoolwide model of instruction
•
Create conditions for rigorous, standards-based classroom instruction
Each participant receives a complimentary Identifying Critical Content book from
the Essentials Series or the Taxonomy Crosswalk Laminate, plus a 60-day trial
subscription to the LSI Tracker app.
Prerequisite: None
Duration: 1 day
Audience (min 25, recommended 50)
Teacher Mentors, Teacher Leaders,
Instructional/Curriculum Coaches,
Building Administrators
“
"Learning Sciences has been amazing. You really feel like
they care about what it is that is going to be delivered."
— Tammy Ferguson, A.D. Henderson University School, Florida
1.877.411.7114
1.877.411.7114
7
PD
School
District
Workshop
District
School
PD
Workshop
Construct rigorous learning targets and performance scales that drive
instruction and provide a solid baseline for formative assessment.
STANDARDS-BASED SCALES PD PACK
This integrated blend of professional development and easy-to-use technology goes
far beyond helping teachers build standards-driven scales. It shows them how to use
research-based strategies to construct rigorous learning targets and performance
scales that drive instruction and provide a solid baseline for formative assessment.
The PD pack includes a day of focused Goals & Scales* training, an optional day of
on-site Coaching for Implementation with a Learning Sciences International expert
NEW!
consultant, and an accompanying book**. It also includes a 60-day trial subscription
for the LSI Tracker™ app, which helps teachers monitor student learning so they
can make quick instructional shifts to ensure that all students are meeting learning
targets.
It doesn’t end when the training and coaching days are over…
This PD Pack Includes:
All year long, teachers will be able to generate learning targets and collect real-time
student data with the LSI Tracker without sacrificing valuable class time to give
quizzes and tests. Teachers learn how to make more informed instructional decisions
so they can construct and implement rigorous learning goals and performance
scales and align activities to specific standards that are proven to increase rigor.
Workshop
Goals & Scales
Coaching Day (optional)
Coaching for Implementation
In Goals & Scales, participants learn to construct and
implement rigorous learning goals and performance
scales that not only help students understand what
they are learning but also drive instructional decisions
and formative assessment. Learning Sciences
International expert trainers walk participants
through the creation and implementation of goals
and scales and teachers will have the opportunity to
create or strengthen them for their own classroom
and to model conversations for implementation.
During the on-site coaching session, an expert
consultant facilitates classroom observation and
feedback and/or coaching to strengthen the
implementation of the Goals & Scales training. The
coaching day is intended as a follow-up for training
in order to support instructional leaders as they
provide feedback to teachers in the implementation
of strategies.
Audience (max. 50 people):
Teachers, Teacher Mentors, Instructional/Curriculum
Coaches, Building Administrators, Central Office
Instructional/Curriculum Support
Duration: 1 day
Duration: 1 day
Prerequisite: Goals and Scales
Prerequisite: None
* Goals & Scales training is part of the Essentials for Achieving RigorTM professional development series.
** Creating & Using Learning Targets & Performance Scales is a practical, research-based instructional guide from the Essentials for Achieving Rigor
book series that further sustains educators practice and deepens their knowledge of instructional techniques that move students toward
8
LSI TrackerTM Technology
60-Day Trial Subscription
The LSI Tracker™ is a mobile-enabled application that
empowers K–12 teachers to quickly track student
progress during a lesson. Its unique features allow
educators to see what is (or isn’t) working in their
teaching so they can make real-time instructional
decisions that ensure that all students are meeting
their learning targets each day.
Book
Creating & Using Learning Targets
& Performance Scales
Do your students understand their learning goals?
Based on the earlier work of Dr. Robert J. Marzano,
this book provides explicit steps for teaching students
to use performance scales to help students meet
rigorous standards. It includes adaptations for various
student populations, examples and nonexamples
from classroom practice, and strategies to avoid
making common mistakes.
One book per participant
Break the “test, intervention, test” pattern with short-cycle formative assessment.
MONITORING FOR LEARNING PD PACK
Educators know how important student evidence is, but many don’t have evidence
until it’s too late to use it. This training helps teachers build minute-to-minute
formative assessment into their lessons and then quickly track student performance
in real time with the easy-to-use LSI Tracker™ app. Teachers can make instant
instructional decisions to impact all students when they know who is learning, who
needs support, and who needs to be challenged.
This PD pack consists of a full-day Monitoring for Learning workshop, an optional
day of on-site Coaching for Implementation with a Learning Sciences International
expert consultant, and 60-day trial subscription for the LSI Tracker app, which
streamlines formative assessment so teachers know if their students are learning
even before the first test.
Even better: effective, consistent monitoring will remain a fundamental part of
everyday instruction long after the training is over. Why? Teachers and coaches
learn classroom formative assessment techniques that elicit student evidence and
they learn how to use feedback based on LSI Tracker data to sustain this powerful
professional development and coaching all year long.
NEW!
Workshop
Monitoring For Learning
Coaching Day (optional)
Coaching for Implementation
LSI TrackerTM Technology
In a standards-based classroom, teachers need
to continuously check where students are in their
learning. In Monitoring for Learning, participants
learn how to build minute-to-minute formative
assessment into their lessons to determine who
is cognitively engaged and who is simply being
compliant. This hands-on session gives teachers
techniques, tools, and resources to monitor for
learning during a lesson, using formative assessment
techniques and adapting instruction based on student
evidence.
Intended as a follow-up for training, this on-site
coaching session supports instructional leaders in
providing feedback to teachers. An expert consultant
facilitates classroom observation and feedback and/
or coaching to reinforce the implementation of the
Monitoring for Learning training and the use of
formative assessment techniques. On the coaching
day, instructional coaches have the opportunity to
visit working classrooms, share their observations,
and learn how to provide targeted feedback with the
Coaching and Feedback Tool.
Duration: 1 day
Duration: 1 day
Prerequisite: None
Prerequisite: Monitoring for Learning
1.877.411.7114
9
PD
School
District
Workshop
District
School
PD
Essentials for Achieving Rigor
The Research
Many states have seen drastic drops in student test scores
after making the transition to new assessments based on
more rigorous standards. For districts that haven’t shifted
their instructional practices to meet the challenges of today’s
increasingly demanding standards, this is troubling news.
The Learning Sciences International research team looked
at more than two million data points in one of the largest
available databases of classroom observations and found that
teachers are facing some serious challenges. Fewer than 6%
of the lessons observed in the database were devoted to
the highest level of cognitively complex tasks involving
hypothesis generation and testing.
Now, even the best teachers are working hard to make the
critical shifts in their pedagogy that will help students succeed
with standards.
Figure 1: Highest frequency strategies associated with lecture,
practice, and review.
0%
5%
Identifying Critical
Information
12.5%
Practicing Skills, Strategies,
and Processes
12.0%
Chunking Content into
“Digestible Bites”
Achieving Rigor, a model of instruction explicitly designed to
give teachers a clear road map that makes the journey toward
increased rigor more efficient and focused.
A Non-Evaluative Model of Instruction
The Essentials provide a safe, evaluation-free zone for
teachers to continue to grow as they practice and hone
classroom strategies aligned to rigor. It gives them just the
right guidance, support, coaching, and resources to make
instructional changes that will help their students achieve.
Teachers love the Essentials because the model works with
any evaluation system that a school currently has in place,
but it doesn’t evaluate. Rather, its chief objective is to help
educators focus on research-based, core classroom
Figure 2: Lowest frequency strategies, among the most critical
for developing cognitively complex skills.
15%
10.7%
Total = 47%
5%
0%
Engaging Students in
Cognitively Complex Tasks
Involving Hypothesis
Generation and Testing
1.2%
Revising Knowledge
1.1%
Organizing Students for
Cognitively Complex Tasks
0.9%
11.8%
Reviewing Content
10
10%
The data have shed light on an urgent need. In response,
we’ve developed the Marzano Center Essentials for
Total = 3.2%
10%
15%
COMPONENTS OF
MARZANO CENTER
ESSENTIALS FOR
ACHIEVING RIGOR ARE
DESIGNED TO SUPPORT
AND FACILITATE:
• Standards-based planning
instructional strategies that build students’ higher-order thinking skills, such as
analysis, reasoning, hypothesis generation and testing, and decision making.
• Clear criteria for success
• Essential classroom conditions
for learning
Student-Centered Pedagogy
• Data reflection and action
Rigorous instruction calls for educators to move away from traditional “sage on the
stage” teaching methods. Instead, teachers will guide students toward accepting
ownership of their own learning, empowering learners of all ages and abilities
to solve complex, real-world problems whether they work individually or in
collaborative groups.
• Peer collaboration
The Essentials will help teachers develop expertise in releasing autonomy to
students, creating a student-centered pedagogy in which the learner owns most
of the responsibility for the learning—a key factor in raising achievement.
engaged in the same work, and
Close Achievement Gaps
Drops in student test scores can serve as a powerful call to action. The Essentials
equip teachers with focused professional development—core classroom practices,
planning and reflection tools, collaborative strategies, data analysis, and formative
assessments—to move all students toward increased rigor.
As teachers perfect these skills, rigorous instruction essentially becomes embedded
into their daily work. In turn, it becomes natural for them to spend a larger portion
of classroom time teaching cognitively complex skills that engage and prepare
students for the new assessments.
Schools Are Already Seeing Results
Educators receiving early training on the Essentials for Achieving Rigor are already
reporting a noticeable improvement in classroom instruction. Put into practice, it is
“absolutely exciting” to see teaching with increased rigor, says one Florida high
school principal. “As we support more of our teachers moving in that direction, it’s
going to directly impact student achievement. Ultimately, we need to develop kids
who, when they leave us, are critical thinkers and problem solvers.”
The model helps teachers
intentionally plan for and teach
rigorous lessons, reflect on their
progress, collaborate with peers
monitor their students for the
desired results—all in an
environment designed to nurture,
guide, and engage.
We developed the Essentials for
Achieving Rigor because reports
indicate that most U.S. teachers
are not prepared to teach to the
level of rigor required by new state
college and career readiness
standards.
To learn more and find out what
educators are saying about the
Essentials for Achieving Rigor,
call or visit:
1.877.411.7114
MarzanoCenter.com
1.877.411.7114
11
PD
School
District
District
School
PD
Successful standards-based instruction starts with teaching students foundational knowledge
and skills that can be built upon throughout the instructional cycle. This type of instruction
requires extended processing and application of knowledge and asks students to go beyond
what is taught by asking questions and experimenting with their new knowledge.
ESSENTIALS FOR ACHIEVING RIGOR
Teachers will have the opportunity to strengthen the instructional strategies they currently utilize and uncover
other strategies and criteria required to reach rigorous standards. During these hands-on sessions, teachers will
create a toolbox filled with the instructional strategies, tools, and resources that are the focus of each session.
Applicable to all sessions in the
series*
• Teachers and Teacher Mentors
• Instructional/Curriculum Coaches
• Building Administrators
• Central Office Instructional/
Curriculum Support
Duration: 1 day
* Except: Coaching for Implementation, Designing
Implementation, Professional Learning
Communities (PLCs), Leadership Team Coaching
(LTC), and Designing Units to Reach Rigor.
Teaching Foundations
Discover how to use criteria for success to identify
critical content and group students as they process,
elaborate, record, and represent their knowledge.
Outcomes
• Identify appropriate strategies for foundational
learning and plan for the desired result
• Observe the impact of foundational strategies on
students in order to adapt instruction
• Plan foundational lessons based on rigorous
standards
Prerequisite: None
Product Code: PD000-MEAR-001
Guiding Deeper Thinking
Explore how to manage student response rates with
questioning sequence techniques, as well as help
students practice skills, examine similarities and
differences, analyze their reasoning, and revise their
knowledge.
Outcomes
• Identify appropriate strategies for guiding deeper
thinking and plan for the desired result
• Observe the impact of deeper thinking strategies
on students in order to adapt instruction
• Plan deeper thinking lessons based on rigorous
standards
Prerequisite: None
Facilitating Complex Learning
Learn how to organize students and provide guidance
and support as students engage in cognitively
complex tasks, such as investigation, problem solving,
experimental inquiry, and decision making.
Outcomes
• Identify appropriate strategies for facilitating
complex learning and plan for the desired result
• Anticipate the guidance and support necessary for
complex learning
• Observe the impact of complex learning strategies
on students in order to adapt instruction
• Plan lessons for complex learning based on
rigorous standards
Prerequisite: None
12
Coaching for Implementation (C4I)
Learning Sciences International offers on-site
coaching sessions intended as a follow-up for
training where an expert consultant facilitates a
team of instructional leaders in classroom
observation or artifact examination, feedback,
and coaching to strengthen the implementation
of the Marzano Center Essentials for Achieving
Rigor.
Options
• Classroom Visits: Instructional coaches visit
classrooms after which they debrief and
learn ways to provide specific feedback using
iObservation (max. 5 people)
• Examining Artifacts: iObservation is used to
study artifacts (lesson plans, performance
scales, student work) to analyze teacher
practice (max. 20 people)
Audience (varies):
• Teacher Mentors
• Central Office Instructional/Curriculum Support
Duration: 1 day
Prerequisites: Corresponding training from the
Strengthening Instruction Pathway or the
Enhancing Instruction Pathway; iObservation
licenses/accounts
Goals & Scales
Monitor & Measure
Instructional Decision Making
Successful standards-based planning begins with
understanding the complexity that the standards
require and building a progression of learning.
Participants will create and implement rigorous
learning goals and performance scales. They will
understand the difference between declarative and
procedural knowledge and how they relate to
planning, cognitive, and conative processes required
by the standards, and what and how learning targets
are used to create a progression of performance
levels.
Outcomes
• Unpack essential and supplemental standards
• Use a taxonomy or cognitive tool (Marzano/
Bloom/Webb) to identify levels of cognition
required by standards
• Distinguish between a learning goal and an
activity or assignment
• Use standards to create rigorous learning goals
• Create a scale that describes the levels of
performance
In this hands-on session, teachers learn how to use
rigorous learning goals and performance scales to
make instructional decisions and drive formative
assessment. Teachers will create formative
assessments to track student progress, plan to
monitor student learning, and discover how to
encourage student ownership of learning.
Outcomes
• Align assessment and instruction with standards
using performance scales
• Use performances scales for formative purposes
• Design assessment tasks to track progress of
learning targets
• Help students track their own progress
Teachers need to use instructional strategies
strategically and efficiently for students to meet
rigorous standards. In this session, teachers learn
to purposefully select, implement, and align
instructional strategies with standards-based
performance scales so students can succeed with a
rigorous learning progression.
Outcomes
• Understand how performance scales drive
selection of instructional strategies
• Understand how levels of cognitive complexity
and student autonomy relate to rigor
• Plan lessons that scaffold to rigorous standards
Prerequisite: Goals & Scales
Prerequisites: Goals & Scales, Monitor & Measure
Prerequisites: Teaching Foundations, Guiding Deeper
Thinking, or Facilitating Complex Learning
SUPPLEMENTARY
BOOK SERIES
Learning Sciences International
recommends that teachers using
the Essentials for Achieving Rigor
read this collection of books to
gain a deeper understanding of
the model.
Co-written by Dr. Marzano and
Learning Sciences consultants,
each book addresses key areas of
teacher effectiveness and shows
educators how to have the most
positive impact on student learning
and teacher growth.
ORDER YOUR
COPIES TODAY!
1.877.411.7114
Product Code:
BPP14001
ISBN:
987-1-941112-00-7
Product Code:
BPP140007
Product Code:
BPP140005
Product Code:
BPP140006
Product Code:
BPP140004
ISBN:
987-1-941112-06-9
ISBN:
987-1-941112-04-5
ISBN:
987-1-941112-05-2
ISBN:
987-1-941112-03-8
Product Code:
BPP140008
ISBN:
987-1-941112-07-6
Product Code:
BPP140009
ISBN:
987-1-941112-08-3
Product Code:
BPP140010
ISBN:
987-1-941112-09-0
Product Code:
BPP140003
ISBN:
987-1-941112-02-1
Product Code:
BPP140002
ISBN:
987-1-941112-01-4
1.877.411.7114
13
PD
School
District
District
School
PD
Conditions for Learning
Vocabulary for Learning
Designing Units to Reach Rigor
Learn to construct and plan to implement strategies
necessary to design a learning environment that
provides a foundation for achieving rigor, encourages
student autonomy, and enhances instruction.
Discover how-to strategies and teach associated
conative skills, as well as how to tailor to student
needs.
Outcomes
• Plan for the desired result of strategies that set the
conditions for learning
• Take student needs and situations into account
when planning strategies that set the conditions
for learning
• Plan to monitor for the desired results of
conditions and strategies in the classroom
• Incorporate conative skills while establishing
conditions
Prerequisite: None
This hands-on session guides participants through the
Marzano six-step process for vocabulary instruction
and provides examples of implementation.
Participants have an opportunity to plan specific
activities that will help them implement each step in
their own classrooms.
Outcomes
• Understand how criteria for success drives
vocabulary instruction
• Monitoring and tracking student progress of
vocabulary instruction
• Integrate vocabulary instruction into rigorous
standards-based lessons
• Plan to monitor students’ understanding of
vocabulary terms
Help students achieve at the highest level possible by
designing a unit using the techniques outlined in
previous trainings. Collaborate with others and
receive feedback as you tie together the lessons
learned. In this ‘hands-on’ session, educators will
enhance their toolbox with instructional strategies,
resources, and tools.
Outcomes
• Use standards to create rigorous learning goals
and performance scales
• Align assessments with standards using
performance scales
• Take student needs and situations into account
when planning strategies that set the conditions
for learning
• Use performance scales to drive the selection of
instructional strategies
• Plan to monitor for the desired result of
foundational and deepening strategies
• Plan for predictable challenges of foundational
and deepening strategies
• Use a performance scale as a basis for reflective
action
• Determine the most effective instructional
decisions for students
Monitoring for Learning
In a standards-based classroom, teachers must
continuously check where students are in their
learning. Learn how to use classroom formative
assessment to help students hit their learning targets.
This hands-on session gives teachers techniques,
tools, and resources to monitor for learning during a
lesson, using assessment tasks, and adapt instruction
based on student evidence.
Outcomes
• Plan to monitor during a lesson toward a learning
target
• Plan how to identify evidence of effective
instruction
• Apply appropriate monitoring techniques to check
for evidence of learning
• Adapt instruction based on monitoring evidence
Prerequisites: None
Product Code: PD000-LSI-026
Prerequisites: None
Teach to Reach
Participants of this hands-on session generate plans
of action to address students’ needs and provide
opportunities to reach their goals. Teachers gain
instructional strategies, tools, and resources to use
immediately in the classroom as they study
techniques to bolster learning for students who need
extra support, such as English language learners,
those receiving special education, and highperforming students.
Outcomes
• Use criteria for success as a basis for reflective
action
• Reflect on practice and student outcomes to
identify needs
• Adapt instructional strategies to strengthen
learning for all students
• Determine if conditions for learning need to be
changed based on classroom evidence
• Create an action plan to address the needs of
students identified from purposeful reflection
Prerequisites: Goals & Scales, Monitor & Measure,
and Instructional Decision Making
“
"The training I received was priceless as far as my teaching
career is concerned. I will be forever grateful as will my
students this year and in the years to come."
— Ellen Miller, Teacher, Florida
14
Duration: 2 days
Prerequisites: Goals & Scales, Monitor & Measure,
Instructional Decision Making, Reflection for Action,
and Teach to Reach
ESSENTIALS PD FOR LEADERS
Goals & Scales for Leaders
Monitor & Measure for Leaders
Learn how to provide feedback to support teachers
when constructing and implementing rigorous
learning goals and performance scales to help
students understand what they are learning and drive
instructional decisions. School leaders will have the
opportunity to discuss how to provide feedback as
teachers create or strengthen goals and scales for the
classroom.
Outcomes: (Leaders will be able to provide feedback
as teachers):
• Analyze standards to unpack and establish
learning targets
• Categorize learning targets into levels of cognitive
complexity
• Organize targets into a scale describing levels of
expected performance
• Create a scale that describes the levels of
performance
• Develop an implementation plan for using
learning targets, goals and scales
Aligns with Goals & Scales for teachers.
Learn to provide feedback to support teachers as they
use rigorous learning targets from a performance
scale to make instructional decisions (monitor) and
drive formative assessment (measure). Leaders will
discuss the importance of connecting assessments
with the progression of learning embedded in a
performance scale. They will examine how teachers
plan to monitor student learning in both formal
and informal ways to track student progress using
evidence and discover how to encourage student
ownership of learning by helping students track their
own progress.
Audience: (max 50)
Administrators
Duration: 1 day
Product Code: PD000-MEAR-004-L
Outcomes: (Leaders will be able to provide feedback
as teachers):
• Align assessment with standards using
performance scales
• Use performance scales for formative purposes
• Design assessment tasks to track student progress
of each learning target using various types of
assessments
• Help students track their own progress
• Plan approaches to celebrating student progress
Aligns with Monitor & Measure for teachers.
Instructional Decision Making for
Leaders
Discuss how to support and provide valuable feedback
to help teachers develop expertise in instructional
decision making. School leaders will enhance their
understanding of the instructional decision making
process in order to more effectively support teachers
as they plan to scaffold to rigorous standards in their
classroom.
Outcomes: (Leaders will able to provide feedback as
teachers):
• Specify instructional strategies in a learning
progression to best help students learn the critical
content
• Evaluate selection and implementation of
research-based instructional strategies
• Plan lessons that scaffold to rigorous standards
efficiently and strategically
Aligns with Instructional Decision Making for teachers.
Audience: (max 50)
Administrators
Duration: 1 day
Audience: (max 50)
Administrators
Duration: 1 day
1.877.411.7114
15
PD
School
District
District
School
PD
Raise the bar for rigorous instruction with enhanced implementation and a whole-school
approach to the Marzano Center Essentials for Achieving Rigor.
Leadership
Team
Designing
Implementation
PLC
Facilitators
Whole
School
PLC Facilitators
(Day 1)
Monitoring
for Learning
PLC Facilitators
(Day 2)
Teaching
Foundations
LTC
LTC
Goals
&
Scales
LTC
Guiding
Deeper
Thinking
Monitor
&
Measure
LTC
Facilitating
Complex
Learning
LTC
LTC
Designing Implementation
PLC Facilitator Training
Leadership Team Coaching (LTC)
Raising the bar for rigorous instruction requires solid
leadership, a committed faculty, and an action plan
that supports and maintains the vision. In this
training, your leadership team will develop a plan for
implementing Marzano Essentials with training on
the instructional model, Professional Learning
Communities (PLCs), and supporting school leader
growth through focus groups. They will learn how to
protect common planning time to support teacher
growth, create common scales and assessments, and
strengthen instructional intervention and enrichment.
Outcomes
• Learn the purpose for a school wide model of
instruction and how to facilitate change that
enhances student achievement
• Conditions and expectations for increasing
classroom rigor
• The value of building and mentoring PLCs
• The importance of monitoring student progress
and teacher growth
• Develop an implementation plan
Recommended Progression:
• Leadership Team builds an implementation plan
during this session
• Whole school participates in Monitoring for
Learning, Teaching Foundations, Goals & Scales,
Monitor & Measure, Guiding Deeper Thinking, and
Facilitating Complex Learning
• PLC Facilitator Training and Leadership Team
Coaching enhance implementation
Prerequisite: None
Audience (max 50): Leadership Team Members
Duration: 1 Day
Teacher leaders assess their current use of PLCs, learn
techniques to support and encourage new and
experienced teachers, and identify next steps to
mentor and build collaborative learning communities.
The characteristics of an effective PLC will be
identified as participants take a hands-on approach to
establishing a culture of shared responsibility,
positively impacting instructional practice and
student growth, while increasing leadership capacity.
Outcomes
• Responsibilities and skills required for facilitating
a successful PLC
• Conditions, purpose, logistics, and work of a PLC
• Stages of team development
• Using common language and performance scales
• Formative and summative assessment to track
student progress
• Increased use of student-centered instructional
strategies
• Problem-solving enrichment and interventions
for students
• Engaging in instructional rounds to observe others
Recommended Progression:
Learning Sciences recommends the first PLC day occur
after Designing Implementation but before the first
Teaching Foundations session. The second PLC day
should occur after Monitor & Measure.
Audience (max 50):
• Teachers Leaders
• Teacher Mentors
Duration: 2 Days (not consecutive)
On-site coaching sessions where an expert
consultant facilitates examination of artifacts,
data analysis, classroom observation,
iObservation training, and feedback to strengthen
the implementation of the Essentials for
Achieving Rigor. Participants discuss the Coaching
and Feedback Tool, ways to provide teacher
feedback, and next steps in improving their
instructional coaching practice. The building
administrator receives an individualized session
on implementation support and monitoring of
anticipated outcomes.
Outcomes
• Coaching strategies to support teacher
implementation
• Viewing virtual classroom(s) after which they
share observations and learn ways to provide
specific feedback for growth to teachers
• Examining artifacts that accompany the
virtual classroom visit
• Reviewing iObservation data
Prerequisites:
• The corresponding training. For instance,
in order to participate in Leadership Team
Coaching - Teaching Foundations, instructional
leaders must have participated in the Teaching
Foundations training.
• iObservation license and accounts
Audience (max 20):
• Teacher Mentors
• Central Office Instructional/Curriculum
Support
Duration: 1 Day/Session
16
Become a Learning Sciences Marzano Center Certified Results Coach. Make a significant and
sustained impact on teacher practice and drive student achievement to new heights.
COACHING FOR SUSTAINABILITY
WHAT IT IS
WHAT IT DOES
A competency- and evidence-based coaching certification
to develop strong instructional leaders who can lead and
sustain instructional initiatives. This innovative, five-tier
certification will galvanize your district’s leadership coaching
to impact teacher practice and student achievement.
This program leads coaches to the critical instructional shifts
required by rigorous standards, building their capacity to
support and guide teachers through implementation. It helps
schools create and sustain leadership coaching programs
that serve multiple purposes, improving their use of:
HOW IT WORKS
Because the entire program is developed through our
data-focused content modules, it provides results-driven
coaching along with tools and technology to support,
measure, and sustain the shifts.
•
Professional development training
•
Coaching practices
•
Professional Learning Communities (PLCs)
•
Support for struggling teachers
•
New teacher inductions
•
Instructional leader development
5
Coaching for
Evidence of Rigor
4
Coaching for
Evidence of Rigor
Instructional
Decision Making
Teach
to Reach
3
Coaching for
Evidence of Rigor
Monitor
& Measure
Facilitating
Complex
Learning
2
Coaching for
Evidence of Rigor
Guiding Deeper
Thinking
Goals & Scales
1
Orientation
Monitoring
for Learning
Teaching
Foundations
Designing Units to Reach Rigor
(2-day)
PD Progression for Coaching Certification
1.877.411.7114
17
PD
Teacher
School
District
Coaching Certification
Teacher
District
School
BOOKS
Books
MARZANO CENTER ESSENTIALS FOR ACHIEVING RIGOR SERIES
Learning Sciences International has launched the Marzano Center
Essentials for Achieving Rigor series, designed to help teachers develop
expertise on essential strategies that move students toward the higherorder thinking skills required by today’s college and career readiness
standards. All of these books were authored by Dr. Robert J. Marzano and
his team of highly skilled education experts from the Marzano Center.
Educators are looking for practical ways to effectively teach to rigorous
college and career readiness standards, such as Common Core State
Standards and other state or district standards. Each book in the Essentials
for Achieving Rigor series provides explicit techniques to implement and
then monitor a critical instructional strategy aligned with anchor standards,
along with recommendations for adapting lessons to ensure that all
students understand the content.
Dr. Robert Marzano
18
With day-to-day examples to use as models for application in the classroom,
as well as lists of common mistakes to avoid, this series is a must-have for
schools and districts trying to align instruction to meet the challenges of
increasingly rigorous academic standards.
Identifying Critical Content
Authors: Deana Senn, Amber C. Rutherford,
Robert J. Marzano
Processing New Information
Authors: Tzeporaw Sahadeo-Turner,
Robert J. Marzano
Do your students know which content is most
important to learn? Based on the earlier work of Dr.
Robert J. Marzano, this book provides explicit steps
for teaching students to identify critical content. It
includes adaptations for various student populations,
examples from classroom practice, and strategies to
avoid common mistakes.
Can your students encode critical information into
their long-term memories? Based on the earlier work
of Dr. Robert J. Marzano, this book provides explicit
steps for teaching students to retrieve, process, and
store critical information. It includes adaptations
for various student populations, examples and
nonexamples from classroom practice, and strategies
to avoid making common mistakes.
Product Code: BPP140001
ISBN: 978-1-941112-00-7
ISBN: 978-1-941112-03-8
Examining Reasoning
Authors: Tracy L. Ocasio, Robert J. Marzano
Practicing Skills, Strategies, & Processes
Authors: Kelly Harmon, Robert J. Marzano
Can your students recognize when their own logic
is flawed? Based on the earlier work of Dr. Robert
J. Marzano, this book provides explicit steps for
teaching students to examine errors in reasoning. It
examples from classroom practice, and strategies to
avoid common mistakes.
Can your students process and respond to information
quickly? Based on the earlier work of Dr. Robert J.
Marzano, this book provides explicit steps for teaching
students to use new knowledge and processes swiftly
and accurately. It includes adaptations for various
ISBN: 978-1-941112-06-9
Recording & Representing Knowledge
Authors: Ria A. Schmidt, Robert J. Marzano
Can your students record and represent what they’ve
learned? Based on the earlier work of Dr. Robert J.
students how to record and represent knowledge. It
includes adaptations, examples and nonexamples
ISBN: 978-1-941112-04-5
Examining Similarities & Differences
Authors: Connie Scoles West, Robert J. Marzano
Do your students know how to make meaningful
comparisons? Based on the earlier work of Dr.
Robert J. Marzano, this book provides explicit steps
for teaching students how to examine similarities
and differences. It includes adaptations, examples
and nonexamples from classroom practice, and
techniques to avoid making common mistakes.
ISBN: 978-1-941112-05-2
ISBN: 978-1-941112-07-6
Engaging in Cognitively Complex Tasks
Authors: Deana Senn, Robert J. Marzano
Can your students analyze their own understanding
of content? Based on the earlier work of Dr. Robert J.
students to investigate, experiment, solve problems,
and deepen their understanding of content. It
examples and nonexamples from classroom practice,
and strategies to avoid making common mistakes.
ISBN: 978-1-941112-09-0
Revising Knowledge
Authors: Ria A. Schmidt, Robert J. Marzano
Can your students effectively revise their knowledge?
this book provides explicit steps for teaching
students how to revise their knowledge. It includes
adaptations for various student populations,
Organizing for Learning
Authors: Deana Senn, Robert J. Marzano
Can your students actively engage in cooperative
projects? Based on the earlier work of Dr. Robert J.
students to actively process content in groups. It
ISBN: 978-1-941112-02-1
Creating & Using Learning Targets
& Performance Scales
Authors: Carla Moore, Libby H. Garst,
Robert J. Marzano
Do your students understand their learning goals?
this book provides explicit steps for teaching students
to use performance scales to help students meet
rigorous standards. It includes adaptations for various
ISBN: 978-1-941112-01-4
19.95 perbulkbook,
discounts available
$
GET THE COMPLETE
ESSENTIALS FOR
ACHIEVING RIGOR BOOK
SERIES WITH SLIPCASE
199.95
$
Product Code: XPS150001
ISBN: 978-1-941112-08-3
1.877.411.7114
19
BOOKS
Teacher
School
District
Books
Teacher
District
School
BOOKS
Books
QUICK REFERENCE GUIDES
Efficiency and convenience make it much easier to deliver rigorous, standards-based
instruction. These durable, easy-access reference guides put the Marzano framework right
at any educator’s fingertips. Each guide is protected with glossy, high-quality lamination
and three-hole punched to fit into your grade book, planner, or binder.
Rigor/Standards-Based Teaching Map
This 8.5”x11” reference guide to the Marzano Center Essentials for Achieving Rigor teaching
map flips over to a visual representation of the Marzano taxonomy of educational objectives,
helping teachers organize their instruction to take learners from retrieval to knowledge
utilization.
Product Code: RPL150001 | Cost: $4.95
ISBN: 978-1-941112-42-7
Taxonomy Crosswalk
Quickly look up question stems, products, terms, and phrases that take learners
from retrieval and comprehension to analysis and knowledge utilization. This
guide, which opens to 11”x25.5,” includes a clear and concise crosswalk chart
that compares the taxonomies of Bloom, Webb, and Marzano.
ISBN: 978-1-941112-43-4
Learning Map/Desired Results
Need quick access to the Marzano model? Teachers and observers alike can
easily refer to every strategy and design question in Domains 1–4 of the
learning map, along with the desired effect for each. This handy reference
guide opens to 11”x17” and folds to fit into any grade book or planner.
ISBN: 978-1-941112-44-1
Cascading Domains of Influence
Beginning with a clear illustration of the Marzano hierarchical evaluation
system, this four-page reference guide unfolds to 11”x17”. A must-have for
superintendents, principals, and assistant principals, it comes complete with
the learning maps associated with the Marzano district leader and school
leader evaluation models.
ISBN: 978-1-941112-45-8
20
Three days of deep professional development focused on
helping you get ready to take students to an unprecedented
level of cognitive complexity.
ACHIEVING RIGOROUS NEW
STANDARDS: BEYOND THE BASICS
Planning Rigorous Units
Leading Rigorous Planning
This intermediate-level training moves past the
foundation of what exactly rigorous standards are to
how to utilize The Art and Science of Teaching to best
teach them. Sessions operationalize new standards
into units, lessons, and assessments. Participants will
learn how to apply related cognitive processes to their
practice and to design lessons to engage students for
growth.
In this hands-on session, educators will unpack and
build scales, create assessments, and align lessons to
the performance scales.
Outcomes
• Define what students need to know in the new
standards
• Create rigorous learning goals and performance
scales that represent a progression of learning
required by new standards
• Understand how to effectively introduce new
content using foundational strategies
• Decide how to choose the best strategy to deepen
knowledge and skills
• Plan for and execute cognitively complex tasks
that align with standards
Teachers and Teacher Mentors
This training moves past the foundation of
understanding rigorous standards to lead your
teachers in planning rigorous units. Sessions focus
on how facilitate and give feedback as teachers
operationalize new standards into learning targets,
units, lessons, and assessments. Participants will
learn how to provide support as teachers design
lessons to engage students for growth and apply
related cognitive processes to their practice.
Leaders will learn the characteristics of effective
scales, assessments, and lessons aligned to the
performance scales.
In this hands-on session, leaders focus on how to
support and give feedback on scales, assessments,
and lessons aligned to the performance scales.
Outcomes
• Define what students need to know and be able to
do in new standards
• Give teacher feedback on rigorous learning
goals and performance scales that represent a
progression of learning required by new standards
• Provide support on the alignment of assessments
to learning targets
• Effectively help teachers select and use researchbased instructional strategies
Administrators and Teacher Leaders, including
Instructional Coaches and Teacher Mentors
Duration: 3 days
Prerequisite: Teaching Foundations, Guiding Deeper
Duration: 3 days
Prerequisite: Teaching Foundations, Guiding Deeper
FOR MORE INFORMATION:
1.877.411.7114 (M–F 8 a.m. – 5 p.m. EST)
1.877.411.7114
21
PD
School
District
3-Day Training
District
School
PD
Strategic Formative Assessment
LEARNING
INTENTIONS
ACTIVATING
STUDENTS
FEEDBACK
EVIDENCE
OF LEARNING
Introduction to Strategic Formative
Assessment
Helping teachers develop their use of minute-tominute and day-by-day assessment is a powerful
way to improve student learning. To implement
it effectively, however, teachers must shift their
focus from what they are putting into the process
to what students are getting out of it. This one-day
workshop provides the research base for strategic
formative assessment, introduces parties to the five
key strategies, and provides information about how
to form a Teacher Learning Community to sustain
professional learning.
Why Formative Assessment Should be a Priority for Every School
There is growing evidence that helping teachers develop their use of minute-byminute, day-by-day formative assessment is one of the most powerful ways to
improve student learning.
•
Studies show up to 75% increases in student learning when teachers master
formative assessment strategies.
•
•
n average, students exposed to formative assessment learn as much material
O
in eight months as other students learn in one year.
Strategic formative assessment asks teachers, students, and their peers to elicit,
interpret, and use evidence of student learning to make the most effective
decisions about next steps in instruction.
Outcomes
• Why strategic formative assessment must be a
priority for every school
• Five key strategies of strategic formative
assessment and practical techniques that teachers
can use in their classrooms
• How to support colleagues in developing their
strategic formative assessment practice
• Teachers
• School and District Administrators
Duration: 1 day
Prerequisite: None
Product Code: PD000-D002
Dylan Wiliam, PhD, is an internationally recognized leader in the development of
effective, research-based formative assessment strategies and practical techniques.
His books, articles, school consultations, workshops, and conference presentations
on formative assessment and Teacher Learning Communities (TLCs) have profoundly
impacted teacher professional practice and student learning worldwide.
In partnership with Learning Sciences International, Dr. Wiliam provides valuable
guidance for embedding formative assessment into classroom practice. Through
training, hands-on practice, and collaboration within TLCs, the Learning Sciences
Dylan Wiliam Center helps educators develop and build formative assessment
strategies that can significantly build teacher capacity and impact student
achievement.
Dr. Dylan Wiliam
22
STRATEGIC FORMATIVE ASSESSMENT PD PACK
Based on the research of renowned education authority Dr.
Dylan Wiliam and produced by the Learning Sciences Dylan
Wiliam Center, the Strategic Formative Assessment PD Pack takes
educators on a deep dive into formative assessment with high
fidelity that results in increased student achievement. It allows
teachers to keep doing what they already know works—without
interrupting the learning to give a test.
This package of full-day workshops, delivered by certified Dylan
Wiliam Center staff developers, goes deep into the five key
strategies of formative assessment and activates the techniques
teachers can use to help all students think critically, preparing
them to thrive in their future workplaces. Coaches will learn to
provide targeted feedback to support teachers as they assess
tasks and adapt instruction based on student evidence.
Workshop: Setting the Destination for
Coaching Days:
Strategic Coaching
Teachers must be clear about where they are
taking students in order to find out how well they
are learning. The first of three Strategic Formative
Assessment modules for teachers, this session focuses
on how teachers establish clear learning intentions
while helping students understand the criteria for
success. Participants will discover how to create
learning environments that produce successful,
confident students and increased achievement.
During these on-site coaching sessions, a certified
Learning Sciences Dylan Wiliam Center expert
consultant facilitates classroom observation and
feedback and/or coaching to strengthen Strategic
Formative Assessment implementation from teachers
to instructional learners to administrators. The
coaching days are intended as a follow-up to training
in order to support instructional leaders as they
provide feedback to teachers in the implementation
of strategies and techniques.
Workshop: Navigating the Journey for
To teach well, educators need to find out what
students already know. In other words, they must
elicit evidence of learning. The second of three
Strategic Formative Assessment modules for teachers,
this session provides tools to help teachers plan
techniques and hinge questions that engage students
in productive intellectual discussion. It also covers
interpreting evidence, using it to adjust instruction,
and providing meaningful feedback that moves
learners forward.
When students assess one another’s progress,
it doesn’t just save work for teachers; when
implemented properly, students working together
can substantially improve learning. The final Strategic
Formative Assessment module for teachers shows
participants how to facilitate active learning and
support students on their journey to critical thinking,
increased rigor, and higher achievement. Teachers
learn how to use hinge questions, discussions, and
activities not to catch students, but to diagnose and
determine next steps.
• Teachers/Instructional Staff
• School Leaders
• District Administrators
Duration: 1 day
Teacher Mentors, Instructional/Curriculum Coaches,
Building Administrators, Central Office Instructional/
Curriculum Support
Duration: 1 day
Prerequisite: Corresponding Workshop
Workshop: Empowering Students for
Applicable to all Strategic
Formative Assessment PD pack
workshops*
LSI Tracker Technology
TM
Yearly Cost: $19.95 per person or $495 per building
Embedding Formative Assessment:
Practical Techniques for K-12
Classrooms
by Dylan Wiliam & Siobhán Leahy
Embedding Formative Assessment: Practical
Techniques for K–12 Classrooms details how effective
classroom formative assessment helps educators
make minute-by-minute, day-by-day instructional
decisions. This clear, practical guide for teachers
centers on five key instructional strategies, along with
an overview of each strategy and practical formative
assessment techniques for implementing it in K–12
classrooms.
One book per participant
1.877.411.7114
23
PD
School
District
Teacher
District
School
BOOKS
Books
Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve
so That All Students Succeed
Author: Dylan Wiliam
NEW!
Effective leaders inspire growth and improved performance in those they lead. The United States
workforce will change significantly in the coming decades. Today’s students need teachers to
prepare them to thrive in a constantly changing world. In turn, teachers need leadership that
encourages them to grow in their practice.
Leadership for Teacher Learning explores the correlation between teacher quality and student
achievement. Drawing from evidence-based research findings, distinguished author and leading
formative assessment authority Dylan Wiliam clearly and concisely explains how formative
assessment, when applied properly, helps to create a structured and rigorous learning environment
that increases student achievement. He also presents compelling research to give readers a clear
picture of:
•
Which changes in classroom practice are most likely to impact student achievement
•
Formative assessment’s use in differentiated instruction (DI) and response to intervention (RTI)
•
How to select and support group leaders to ensure productive collaboration
•
Strategies to integrate formative assessment into teacher evaluation
Tackling many of the toughest questions faced by school and district leadership, Wiliam discusses
why efforts to change classroom practice have been relatively unsuccessful—and explores specific
classroom tactics that do tend to raise student achievement, illustrating how significantly a
teacher’s work impacts student learning.
ISBN: 978-1-941112-26-7
Cost: $29.95
Embedding Formative Assessment: Practical Techniques for K–12 Classrooms
Authors: Dylan Wiliam & Siobhán Leahy
Effective classroom formative assessment helps educators make minute-by-minute, day-by-day
instructional decisions. This clear, practical guide for teachers centers on five key instructional
strategies, along with an overview of each strategy and practical formative assessment techniques
for implementing them in K–12 classrooms:
•
Clarifying, sharing, and understanding learning intentions and success criteria
•
Engineering productive discussion and activities that elicit evidence of learning
•
Providing feedback that moves learners forward
•
Activating students as learning resources for each other
•
Activating students to own their learning
The authors provide guidance on when and how to use the specific techniques—along with tips,
cautions, and enhancements—to sustain formative assessment.
ISBN: 978-1-941112-29-8
24
Cost: $29.95
Embedding Formative Assessment Professional
Development Pack
Authors: Dylan Wiliam, Siobhán Leahy
Monthly workshops and materials, delivered on two DVDs, provide TLC
members and leaders with guidance and resources to make formative
assessment meaningful and productive. These workshops, designed by
international education researchers Siobhán Leahy and Dylan Wiliam, illustrate
the characteristics of effective, skillfully implemented TLCs and explore their
impact on the implementation of formative assessment.
Product Code: DDK130001 | Cost: $495.00
Embedded Formative Assessment
Author: Dylan Wiliam
Formative assessment plays an important role in
increasing teacher quality and student learning
when it’s viewed as a process rather than a tool.
Emphasizing the instructional side of formative
assessment, this book explores in depth the use
of classroom questioning, learning intentions and
success criteria, feedback, collaborative and cooperative learning, and selfregulated learning to engineer effective learning environments for students.
Product Code/ISBN: 978-1-9340093-0-7 | Cost: $29.95
Inside the Black Box Series
This groundbreaking series of booklets, developed by Dylan Wiliam, Paul Black, and
instructional experts in various disciplines, makes a clear case for embedding formative
assessment into classroom practice. Wiliam and Black argue that assessment becomes
formative when educators use evidence to adapt instruction to meet student needs.
Inside the Black Box and Working Inside the Black Box provide the research foundation
and strategies for embedded formative assessment. Subsequent volumes explore
embedding formative assessment within specific subject areas, with one volume
focusing on the primary school classroom.
Inside the Black Box
Authors: Paul Black, Dylan Wiliam
Geography Inside the Black Box
Authors: Paul Weeden, David Lambert
ISBN: 978-1-941112-15-1
ISBN: 978-1-941112-14-4
Inside the Black Box of Assessment
Authors: Paul Black, Christine Harrison,
Jeremy Hodgen, Bethan Marshall,
Natasha Serret
Modern Foreign Languages Inside
the Black Box
Authors: Jane Jones, Dylan Wiliam
ISBN: 978-1-941112-20-5
English Inside the Black Box
Authors: Bethan Marshall, Dylan Wiliam
ISBN: 978-1-941112-13-7
Assessment for Learning: Putting it
Into Practice
Mathematics Inside the Black Box
Authors: Jeremy Hodgen, Dylan Wiliam
Authors: Paul Black, Chris Harrison, Clara Lee, Bethan
Marshall, Dylan Wiliam
ISBN: 978-1-941112-16-8
Based on a two-year project involving 36 teachers
at schools in the U.K., this book describes the
specific practices that teachers found fruitful and
the underlying ideas about learning that these
developments illustrate. It discusses the problems
that teachers encountered when implementing the
new practices in their classrooms and give guidance for school management
and LEAs about promoting and supporting the changes.
Working Inside the Black Box
Authors: Paul Black, Christine Harrison,
Clare Lee, Bethan Marshall
ISBN: 978-1-941112-19-9
Science Inside the Black Box
Authors: Paul Black, Christine Harrison
ISBN: 978-1-941112-18-2
ISBN: 978-1-941112-11-3
Inside the Primary Black Box
Authors: Christine Harrison, Sally Howard
ISBN: 978-1-941112-17-5
Design and Technology Inside
the Black Box
Authors: Judy Moreland, Alister Jones,
David Barlex
ISBN: 978-1-941112-12-0
Information and Communication
Technology Inside the Black Box
Authors: Mary Webb, Margaret Cox
ISBN: 978-1-941112-27-4
Cost: $9.95 per book,
bulk discounts available
1.877.411.7114
25
BOOKS
Teacher
School
District
Books
Teacher
District
School
BOOKS
Books
NEW!
Engaging the Rewired Brain
Author: David A. Sousa
Research reveals that the frequent use of technology causes distinct, short-term changes in
students’ attention span, memory function, critical thinking processes, and social behavior. The
long-term impact remains to be seen, but one thing is clear: students are engaging with new
information in different ways, so educators must shift their instructional practice accordingly.
In Engaging the Rewired Brain, bestselling educational neuroscience author Dr. David A. Sousa looks
at how technology may be changing the way young people’s brains function and how educators
can adapt instruction to keep students motivated to learn. Technology, he argues, can support and
encourage effective instructional strategies for educators of any age group as long as teachers and
leadership understand:
• The type of classroom that engages the rewired brain
• Strategies to determine whether, when, and how to use technology
• Tips to help professional developers build teachers’ digital literacy
• Benefits of differentiated instruction, flipped classrooms, and online learning
With a glossary of scientific and technical terms and a resources section to connect educators
with supplemental materials and information, this book is a must-have for anyone striving
to understand technology’s impact on the young brain—and prepare today’s learners for an
increasingly advanced future.
ISBN: 978-1-941112-25-0
Brain-Friendly Assessments:
What They Are and How to
Use Them
Cost: $24.95
NEW!
Inclusion & CCSS Supports
For Students & Staff
Author: Toby J. Karten
Author: David A. Sousa
Author Toby Karten summarizes the
reasons and research behind Common
Core State Standards and other initiatives
and offers recommendations for using
research-based inclusion strategies,
instructional supports, monitoring,
reflection, and collaborative practices to
give all staff and students a step-by-step,
outcome-based formula.
Best-selling author Dr. David A. Sousa
empowers teachers with valuable
research findings from educational
neuroscience as he describes critical
factors to consider when designing
and selecting assessment techniques
to accurately gauge how well
students learn and retain information.
Sousa explores clear, practical,
effective ways to develop and administer assessments that are in the best
interest of students; design brain-friendly assessments to deepen students’
understanding; and fairly assess all students, including English-language
learners and those who are homeschooled.
Every student deserves access to a
quality education, viable postsecondary
options, and core knowledge. With collaborative planning, a deep understanding
of rigorous standards, and Karten’s valuable guidance, any school can proficiently
provide just that.
Product Code: BPP150401 | Cost: $24.95
ISBN: 978-1-941112-21-2
ISBN: 978-1-941112-32-8
26
NEW!
iPads in the Classroom: From
Consumption and Curation to
Creation
NEW!
Leading School Improvement:
A Framework for Action
Author: Joseph Murphy
Authors: Tom Daccord & Justin Reich
In Leading School Improvement: A
Framework for Action, author Joseph
Murphy pulls together 14 practitionerbased articles to present a cohesive
narrative about the unique and critical
role that leadership plays in school
improvement. Murphy clearly identifies
key factors that shape the future of any
school and explains the work that leaders
must do to ramp up academic press and
foster a supportive culture for school
improvement.
Many educators see iPads only as game
stations or replacements for notebooks
and textbooks. In iPads in the Classroom,
authors Tom Daccord and Justin Reich
explain how iPads present a tremendous
opportunity for teachers to rethink the
design of learning environments to best
suit the needs of their students.
This book isn’t about how to click on apps;
it’s about how to transform schools and
change students’ lives with differentiated, meaningful, purposeful learning that
helps them develop the real-world skills they’ll eventually need for the working
world and civic life in the decades ahead.
ISBN: 978-1-941112-93-9
He goes on to unpack the concept of leadership practice, focusing on the
importance of personal characteristics and virtues, such as persistence, passion,
courage, and integrity, for creating a truly powerful learning environment.
ISBN: 978-1-941112-41-0
20 Disciplinary Strategies for
Working With Challenging
Students
Performance Assessment:
Showing What Students Know
and Can Do
Author: Susan M. Brookhart
Author: William N. Bender
Fair, effective disciplinary strategies are
essential in every classroom. Educators
need practical, research-based strategies
to manage difficult situations. 20
Disciplinary Strategies for Working With
Challenging Students provides easy-toimplement solutions, such as flipped,
technology-based, and project-based
classroom formats, as well as RTI
behavioral improvement programs,
to improve disciplinary practice. With
an emphasis on recent issues and trends, it offers practical tips and describes the
research foundation for each tactic, exploring:
• Differentiated disciplinary strategies for diverse scenarios
• Solutions for specific challenges in modern discipline
• Recommendations and examples of real-world application
With proven discipline strategies in place, educators are free to focus on the ultimate
goal: increasing student learning.
ISBN: 978-1-941112-22-9
It’s not just about what students
know. What can students do with their
knowledge? In Performance Assessment:
Showing What Students Know and Can
Do, author Susan M. Brookhart, Ph.D.,
shares her expertise on the topic of
classroom performance assessment,
bringing together practical, researchbased information to deepen educators’
understanding of:
• What performance assessment is and what purposes it serves
• Designing performance tasks to teach and assess learning
• Using rubrics to support formative and summative assessment
Brookhart explores four general categories of performance assessment and provides
real-world recommendations for making performance assessment a routine part of
instruction.
ISBN: 978-1-941112-30-4
1.877.411.7114
27
BOOKS
Teacher
School
District
Books
Teacher
District
School
BOOKS
Books
Becoming
a Reflective Teacher
Authors: Robert J. Marzano, Tina
Boogren, Tammy Heflebower, Jessica
Kanold-McIntyre, Debra J. Pickering
Just as successful athletes must
identify personal strengths and
weaknesses, set performance
goals, and engage in focused
practice to meet their goals, teacher
effectiveness depends on an
educator’s ability to skillfully plan,
reflect, and practice with deliberate
and focused attention. With more than 270 research-based pedagogical
strategies, organized under 41 elements of teaching, this illuminating
instructional guide combines an innovative model of instruction with
recommendations for incorporating productive goal setting, focused practice,
and helpful feedback to improve your instructional practice. The authors also
discuss using classroom observations, collaborative projects, and discussions to
develop expertise as a reflective teacher.
The Art and Science
of Teaching: A
Comprehensive Framework
for Effective Instruction
Author: Robert J. Marzano
Although classroom instructional
strategies should be based on sound
science and research, knowing
when to use them and with whom
is more of an art. In The Art and
Science of Teaching: A Comprehensive
Framework for Effective Instruction,
author Robert J. Marzano presents
a model for ensuring quality teaching that balances the necessity of researchbased data with the need to understand strengths and weaknesses of
individual students. He articulates his framework in 10 questions that represent
a logical planning sequence for successful instructional design. For classroom
lessons to be effective, educators must examine every component of the
teaching process with equal resolve.
Designing & Teaching
Learning Goals & Objectives
A Handbook for
the Art and Science of Teaching
Authors: Robert J. Marzano, John L. Brown
Design and teach effective learning goals and
objectives by following effective, research-based
strategies. This first book in the Classroom Strategies
Series includes a short summary of key research and
provides step-by-step, hands-on strategies for implementation. Short quizzes
help readers assess their understanding of the instructional best practices
explained in each section.
This in-depth resource facilitates implementation
of action steps from The Art and Science of
Teaching: A Comprehensive Framework for Effective
Instruction. Guidelines, checklists, and activities
help teachers develop expertise on Dr. Marzano’s framework. Planning
modules provide guidance for establishing learning goals, tracking
progress, helping students interact with new content, testing hypotheses,
and deepening students’ understanding.
The Highly Engaged Classroom
Coaching Classroom Instruction
Authors: Robert J. Marzano, Debra J. Pickering,
Tammy Heflebower
Authors: Robert J. Marzano, Julia A. Simms
With guidance from this book, every teacher
can create a classroom environment where
engagement is the norm, rather than the
exception. Part of the Classroom Strategies Series,
this clear, highly practical guide summarizes key research and translates
it into recommendations for classroom practice. Each chapter includes
helpful exercises to reinforce the content.
28
This clear, practical instructional guide summarizes
key research and translates it into recommendations
for classroom practice. After explaining the history
and research behind the book's content, the authors
explore the non-evaluative nature of coaching,
requirements of successful coaching, advantages and disadvantages of various
coaching systems, and productive role-play activities for coaches and teachers.
Teaching & Assessing 21st Century Skills
Questioning Sequences in the
Classroom
Authors: Robert J. Marzano, Julia A. Simms
Explore the use of questioning to reinforce student
learning by using a four-phase sequence. Learn
how to ask students targeted, specific questions,
use higher- and lower-order questioning, question
students working independently or in groups, and
teach students to draw on prior knowledge and external sources. Questioning
sequences for lessons of any duration, and for each grade level in a variety of
content areas are included.
Authors: Robert J. Marzano, Tammy Heflebower
As the 21st century unfolds, the pace of change in
the world is accelerating. Teachers and administrators
must lead the cultural shift required to ensure their
students can survive and thrive in the changing world.
In Teaching & Assessing 21st Century Skills, the authors
present a model of instruction and assessment based on a combination of
cognitive skills. This highly practical guide summarized key research and then
translates it into recommendations for classroom practice.
Product Code/ISBN: 978-0983351207MC | Cost: $34.95
Classroom Management That Works:
Research-Based Strategies for Every
Teacher
A Handbook for
the Art and Science of Teaching
Authors: Robert J. Marzano, Barbara B. Gaddy,
Maria C. Foseid, Mark P. Foseid, and Jana S.
Marzano
It’s a fact that effectively managed classrooms can
make a huge difference on students’ achievement
gains – maybe as much as 20 percentile points. What
hasn’t been clear is what teachers actually do to create effectively managed
classrooms. Now, here’s a book that draws from more than 100 studies of
classroom management to explain the four most important general components
of effective classroom management and their impact on student engagement
and achievement.
Use this handbook in self-help, study group,
and teacher workshop situations to implement
the research-based classroom management practices from the ASCD
best-seller Classroom Management That Works. The authors guide you
through the classroom management approaches that support higher
student achievement and provide you with hundreds of classroom-proven
strategies and recommendations.
Using Common Core Standards
to Enhance Classroom Instruction
& Assessment
Transforming Classroom Grading
Grading can be an invaluable tool for pinpointing
strengths and weaknesses in students’ understanding,
provide a shared language for discussing learning,
and help improve student performance over time.
Unfortunately, current practices in classroom grading,
such as the use of overall letter grades or percentage scores, are not amenable
to this type of specific feedback. In fact, they do little more than label learning
at periodic intervals.
Authors: Robert J. Marzano, David C. Yanoski,
Jan K. Hoegh, Julia A. Simms
Discover how to weave an in-depth understanding of
Common Core into successful classroom practice with
this two-part resource. You’ll learn how to power the
standards with guided assessment and measure student progress in a way that
accurately reflects learning. Included are hundreds of ready-to-use, researchbased proficiency scales for English language arts and mathematics.
Product Code/ISBN: 978-09833512-9-0 | Cost: $34.95
ORDERING MADE EASY
1.877.411.7114 (M–F 8 a.m. – 5 p.m. EST)
1.877.411.7114
29
BOOKS
Teacher
School
District
Books
Teacher
District
School
BOOKS
Books
School Leadership for
Results: Shifting the Focus
of Leader Evaluation
Authors: Beverly G. Carbaugh, Robert
J. Marzano, Michael D. Toth
School leaders significantly impact
student achievement, but they need
support, training, vision, and tools to
be truly effective. In School Leadership
for Results: Shifting the Focus of Leader
Evaluation, education authorities
Beverly Carbaugh, Robert Marzano,
and Michael Toth discuss transforming
evaluation into a model that:
•
Improves the performance of school leaders and aligns school leaders’
vision, mission, and goals
•
Connects goals with practices that impact teachers and students
•
Addresses key questions with domains, scales, and evidences
•
Ensures fair, unbiased school leader evaluations
Effective school leader evaluation is a collaborative, shared process of focused
improvement. Learn how to make it an integral part of your schools.
ISBN: 978-1-941112-10-6
District Leadership That Works
Authors: Robert J. Marzano, Timothy Waters
High-level leaders learn how to develop expertise on
defined autonomy, a top-down power mechanism that
focuses on district-defined, non-negotiable, common
goals and a system of accountability supported by
assessment tools. This book also addresses challenges
that come with deep change in school culture and offers
strategies for tactfully and successfully dealing with resistance.
Effective Supervision: Supporting the
Art and Science of Teaching
Authors: Robert J. Marzano, Tony Frontier,
David Livingston
Teacher Evaluation
That Makes a Difference
Authors: Robert J. Marzano,
Michael D. Toth
Teacher evaluation systems are most successful
when they focus on pedagogical growth and a
common language of instruction. This book describes
research-based teacher evaluation systems for school
leaders, district leaders, and non-instructional support personnel that help
educators develop expertise to increase student achievement.
Product Code/ISBN: 978-14166157-3-6 | Cost: $28.95
Formative Assessment
& Standards-Based Grading
Learn how to implement an integrated system of
assessment and grading that enhances your teaching
and students’ learning. Dr. Marzano details benefits
of using formative assessment during instruction
and discusses effective design and interpretation strategies, tracking student
progress, and assigning meaningful grades. Examples and exercises bring each
concept to life and reinforce the content.
School Leadership That Works: From
Research to Results
Authors: Robert J. Marzano, Timothy Waters, and
Brian A. McNulty
What can school leaders really do to increase
student achievement, and which leadership
practices have the biggest impact on school
effectiveness? For the first time in the history of leadership research in the
United States, here’s a book that answers these questions definitively and
gives you a list of leadership competencies that are research based.
Leaders of Learning: How District,
School, and Classroom Leaders Improve
Student Achievement
Authors: Richard DuFour and Robert J. Marzano
In the spirit of Dr. Marzano’s landmark book, The Art
and Science of Teaching, the authors make a researchbased case linking effective teacher supervision
and evaluation to increased student achievement.
Going way beyond scripted observation routines and typical value-added
measurements, you’ll learn broad principles of effective supervision for any
school.
For many years, the authors have been fellow travelers
on the journey to help educators improve their
schools. Their first coauthored book focuses on district
leadership, principal leadership, and team leadership,
and addresses how individual teachers can be most effective in leading
students—by learning with colleagues how to implement the most promising
pedagogy in their classrooms.
30
Learning Sciences International offers customized solution services to help you meet the
specific needs of your schools and students. Our services were developed by a team of expert
practitioners and are based on the most up-to-date research on school improvement, teacher
effectiveness, and student achievement.
LEADERSHIP
Executive Leadership Coaching
DEMONSTRATION SCHOOLS
FOR RIGOR
Individualized coaching for superintendents, deputy superintendents, and
executive-level staff responsible for supervising school leaders. Develop a deeper
understanding of the Marzano District and School Leader Evaluation models and
learn to recognize effective leadership practices. Provide clear and actionable
feedback to principals to help improve teacher and student performance.
Build your district’s capacity to sustain improvements in leadership and teaching.
Demonstration schools provide models of deep implementation of instructional
leadership, pedagogy, and professional learning community (PLC) practices aligned
with rigorous college and career readiness standards. Receive intensive professional
development in:
School Leadership Coaching
Improve instructional leadership skills and reduce variability among principals.
Learning Sciences consultants gather baseline data about improvement plans
and processes, conduct focused observations, and guide principals through
the development and implementation of short-term action plans that lead to
measurable improvement in leadership and instructional practice.
Leadership Academies
These intensive, two-day sessions guide leaders to a deeper understanding of their
roles, ensuring that schools are focused on student achievement guided by relevant,
timely data. Examine the importance of pedagogical skills in enhancing student
learning, and learn how to ensure that all teachers are continuously improving.
Improve student achievement through a tiered system of supports:
• The Academy for District Leaders assists superintendents and other district
leaders responsible for supervising principals in guiding and reinforcing
meaningful observer expectations in their schools. Deepen your understanding
of how the Marzano School Leader Evaluation Model drives improvement in
leadership practices.
• The Academy for School Leaders helps district and school administrators
practice and deepen their knowledge of the Marzano School Leader Evaluation
Model. It also provides an opportunity for practical application of the model’s
domains and elements to your data so you can develop action plans to
incorporate into school and district improvement plans.
• The Academy for Teacher Leaders provides opportunities for school-based
instructional coaches, resource teachers, and teacher mentors to practice and
deepen their knowledge of the Marzano Teacher Evaluation Model. It helps
teacher leaders use their school data to develop action plans that support
high-quality instruction.
• School improvement leadership coaching
• Direct teacher professional development: Essentials for Achieving Rigor
• Capacity building and coaching for PLC teams and team leaders
SCHOOL IMPROVEMENT
School Effectiveness Audits
Take the first step toward systematic school improvement. Over the course of one
full day, Learning Sciences consultants, in collaboration with the school leadership
team, identify observable signs of supportive conditions for effective teaching and
learning. Audit results, shared with the principal and the school leadership team,
serve as supportive feedback to guide practice toward improvement.
Intensive Supports Model for Schools
Provide intensive supports for targeted schools to improve student achievement
through the closely aligned efforts of principals, teachers, parents, community
members, and students. Learn to clearly define learning targets and provide a
continuous feedback loop among stakeholders.
Teachers learn to:
• Plan cognitively complex, standards-based instruction through professional
development and coaching in the Essentials for Achieving Rigor.
• Use observational data, student survey data, self-reflection, and frequent
monitoring of formative assessment data to improve their use of teaching
strategies.
Principals learn to:
• Accurately observe instruction and provide immediate, actionable feedback.
Schools learn to:
INDIVIDUALIZED CONSULTING
We offer individualized consulting with our research
team and educator consultants to meet the needs
of your district or school. Contact us today!
• Develop learning targets and communicate the targets to students and their
families.
• Provide information to students and their families about their progress toward
learning targets.
• Work collaboratively with community service providers to help students attain
their learning targets.
1.877.411.7114
31
RESEARCH
District
Leadership and School Improvement
District
RESEARCH
Data Analysis and Leadership
Making sense of all of your data can be overwhelming. Our experts can help you analyze the
present facts so you can make informed decisions about the future.
DATA ANALYSIS
RigorWalk™ helps school leadership teams gain the insight, perspective, and actionable data they need
to determine what to address for whole-school improvement. During a RigorWalk, a Learning Sciences
consultant meets with school leadership to collect information about current processes, policies, and
systems that impact leading indicators of teacher practice and student learning. LSI then helps the
leadership team identify support structures that will best impact teaching and learning.
Research indicates that each of the following Pillars of Rigor must be in place to meet the demands of
rigorous new standards, including Common Core:
IRR Analysis and Report Writing
The IRR Scoring and Feedback Assessment report
measures observers’ scoring knowledge and aptitude
when assessing teacher effectiveness. Our research
team will provide feedback and recommendations to
address the precise needs of observers in districts.
Audience: Districts
Prerequisite: IRR Scoring and Feedback Assessment
1.
Conditions of School-wide Environment
Delivery Options:
2.
School Leadership
3.
Growth Mindset
• Face-to-face half-day with written report and
presentation
4.
Standards-Based Professional Learning Communities
5.
Rigorous and Standards-Based Instruction
6.
Formative Assessment
Benefits
With targeted, building-specific focus areas, RigorWalk finds root causes that impact a school’s delivery
of standards-based instruction. Here are some of the things this research-based, results-driven tool will
do for your school:
•
Compares the current level of rigor to the requirements of standards
•
Finds barriers to creating rigorous classrooms and subgroup achievement
•
Identifies classroom practices that need improvement
•
Ascertains a principal’s capacity as an instructional leader
•
Provides an objective view of learning in underperforming schools
•
Shows the impact of initiatives and professional development on instruction and leadership
•
Delivers actionable feedback and reliable data to drive improvement planning
• Virtual presentation with written report:
two-hour webinar
• Written report only (available after receiving
initial report with either virtual or face-to-face
presentation)
Product Codes: PD000-R010, PD000-R011,
PD300-R010, PD300-R011, PD600-R010, PD600-R011
Observation Data Analysis and
Report Writing
Let us help you analyze the results of your classroom
observations in iObservation. Our research team will
provide specific recommendations to improve the
overall effectiveness of teachers in your district. This
report also helps districts make strategic decisions
about teacher and observer performance, scoring
distributions, and comment usage.
Audience: Districts
RigorWalk Formats
Prerequisite: Observation Data
RigorWalk Experience (Half day/school)
Each school receives classroom visits and debrief of data
Delivery Options:
RigorWalk (full day/school)
Classroom visits, leadership team discussion, and virtual data review and presentation
Prerequisite(s)
None
Audience
Cabinet-level members and school leadership
32
• Face-to-face half-day with written report and
presentation
• Virtual presentation with written report:
two-hour webinar
• Written report only (available after receiving
initial report with either virtual or face-to-face
presentation)
Product Codes: PD000-R110, PD000-R111,
PD300-R110, PD300-R111, PD600-R110, PD600-R111
Learning Sciences International is a leading developer of customized research projects for
teacher and school leader effectiveness.
RESEARCH SERVICES
Is your teacher evaluation system working?
Each school and district has unique needs. Our expert researchers and
consultants are well-equipped to provide accurate, high-quality data that
you can use to plan powerful and effective programs and interventions
tailored for your schools.
Do you need insight regarding:
•
Research and program evaluation to help you make your school and
district programs truly effective?
•
Schools that are resistant to reform?
•
Teacher evaluation data to accurately gauge progress regarding
teacher growth and student achievement?
•
Multiple measures of teacher effectiveness?
•
Student perception surveys?
Effective data analysis, documentation,
and reporting
The research team at Learning Sciences International will show you how to
analyze, document, and report your data to generate the maximum impact
in your schools. Together, we will identify root causes and determine the
best implementation plan for your teachers and students.
We know you set high standards
Our research services are comprehensive, accurate, and customizable
to your needs. Learning Sciences International is a leading developer of
personalized research projects for teacher and school leader effectiveness.
Marzano Center
Student Learning Objectives
Traditional Student Learning Objectives (SLOs) are
measurable, long-term academic growth targets that
teachers set at the beginning of the year. While SLOs
aim to demonstrate a teacher's impact on student
learning, traditional SLOs do not provide formative
feedback to teachers while students are still in their
class. The purpose of the Marzano Center SLOs is to
provide immediate feedback to teachers on how
their students are performing on the standards.
Participants delve into this method of adjusting
teaching and learning while students are still in
their classrooms.
Call for more information.
Student Surveys
Research shows that information from student
surveys, combined with data from classroom
observations, is a strong predictor of student
achievement gains. Through our student surveys,
teachers can identify areas where their practice
needs improvement, and where and why classroom
strategies are working well. They give teachers and
administrators a full, accurate picture of a host of
critical factors that impact student achievement, so
educators know whether students are:
• Understanding the subject matter
• Making connections to subsequent content
• Staying engaged in learning
• Feeling safe and valued at school
Survey items align with high-probability, researchbased elements in the Marzano Teacher Evaluation
Model and Marzano Center Essentials for Achieving
Rigor model of instruction. Data are assessed to
determine areas of strengths and growth to inform
professional development, which could ultimately
lead to increased academic achievement.
Note: Pricing is configured by the number of
participating students, teachers, and schools.
Call for more information.
1.877.411.7114
33
RESEARCH
District
Research and Data Analysis
District
EVALUATION
Hierarchical Evaluation Systems
Because continuous teacher growth makes
every school better.
Your students deserve a 31 percentile point
increase in achievement.*
Increased student achievement. It’s the goal of every teacher,
administrator, school, and district. And the key to increasing
student achievement is continuous teacher growth.
Research has shown some classroom strategies in the
Marzano Teacher Evaluation Model to be associated with
increases in student achievement as high as 31 percentile
points. Imagine how each of your students could be served
by that kind of increase in achievement. Let us show you how
you can make student learning gains a reality in your district.
The Marzano Teacher, Non-Classroom Instructor, School
Leader, and District Leader evaluation models offer the first
aligned evaluation framework, services, and support focused
on deepening the skills and fulfilling the potential of every
educator. That means better schools, better districts, better
students, and a better world.
FOUR EVALUATION MODELS
FOCUSED ON GROWTH
FOR EVERY EDUCATOR
What makes the aligned Marzano evaluation
models different:
• E mphasize development, but also measure educator
performance
• Based on nearly five decades of K-12 education research
• O
ffer the real specificity of desired results that educators
need to be successful
*Correlations were associated with a 31 percentile point
increase in student achievement, A Correlational Study:
What Works in Oklahoma Schools.
34
•
Teacher Evaluation Model
•
School Leader Evaluation Model
•
District Leader Evaluation Model
•
Non-Classroom Instructional
Support Personnel Evaluation Model
1.877.411.7114
MarzanoCenter.com
The Marzano District Leader Evaluation Model makes effective classroom instruction
the primary focus across an entire district.
Marzano District Leader Evaluation:
Domains 1–6
In a fast-paced format, attendees receive an
introduction to the model and guidance in using the
model to give evaluative feedback to all district
leaders. The Marzano District Leader Evaluation
Model was designed for districts using the Marzano
school and teacher evaluation models, but can be
adapted by any district regardless of the school or
teacher evaluation models currently in place.
Outcomes
• Learn how to use sources of evidence to score and
give feedback on the model
• Track progress in understanding and applying
the model through authentic application and
assessment
• District leaders who evaluate/observe
• District leaders who will be evaluated using this
model
Duration: 1 day
Product Code: PD000-LM9
End-of-Year Progress
Participants calibrate the use of evidence in district
leader evaluation during a private consultation
between district leaders and a Marzano Center
senior-level consultant. During the session, the
consultant will:
• Review the model and discuss fidelity of
implementation
• Review end-of-year performance evaluations as
a whole or individually
• Review evidence to support final ratings
• Ensure rater-scoring agreement between
departments and leaders
Redevelopment: Calculating &
Weighting and Policies & Procedures
These training sessions help teacher evaluation
committees review and update their policies to align
them with the model. A series of recommendations
and activities helps participants understand how
to calculate and weight scores for final evaluations.
They also become familiar with policies and
procedures to operationalize the Marzano Teacher
Evaluation Model.
Outcomes
Evaluators of district leaders
• Establish growth and development goals
for teachers
• Improve district's ability to make critical
implementation decisions
Duration: 1-day private consultation
Prerequisites: District Leader Team Consultation and
Marzano District Leader Evaluation: Domains 1–6
training
•
•
•
•
Teacher evaluation committees
District and building leadership
Teacher leaders
Union representatives
Duration: 1 or 2 days on-site, or 3 virtual sessions
Product Codes: PD000-M026, PD000-M027,
PD000-M028
District Leader Team Consultation
This session will introduce the Marzano District
Leader Evaluation Model. In addition, key district
personnel begin the process of identifying those who
will be evaluated by the Marzano District Leader
Evaluation Model and discussing the local body of
evidence to support and evaluate the performance
of district leaders. The session is delivered before the
Marzano District Leader Evaluation: Domains 1–6
training.
Evaluators of district leaders
Duration: Half-day consultation
“
"I’m seeing an increased level of confidence on
the part of principals and administrators, and
there’s an accompanying level of confidence on
the part of teachers."
— Dr. Marvin Harrison, Leon County School District, Florida
1.877.411.7114
35
EVALUATION
District
District Leader Evaluation
District
EVALUATION
School Leader Evaluation
Designed to align with the 2014 Marzano Teacher
Evaluation Model, the Marzano School Leader Evaluation
Model promotes a schoolwide concentration on student
achievement using a common language of instruction.
Framework-independent
training to increase
leadership capacity
Marzano School Leader Evaluation:
Domains 1–5
Monitoring the Progress
of School Leader Evaluation
A Data-Driven Focus on Student
Achievement
The Marzano School Leader Evaluation Model, which
includes five domains with 24 elements, provides
principals and administrators with strategies and
tools to empower their teachers so leaders and
teachers can focus together on the ultimate objective
of improving student learning. The Marzano School
Leader Evaluation: Domains 1–5 training will
introduce the School Leader Evaluation Model and the
research to support the model.
Outcomes
This session helps district administrators who
evaluate principals to determine the individual
strengths and weaknesses of those principals and
focus on the elements within the framework
that generate growth and positively impact
student achievement.
Outcomes
Increase leadership capacity and use your data to
promote school improvement. This session focuses on
engaging staff members in productive data analysis
activities.
Outcomes
• Gain a solid understanding of the organization
of the framework and how the design questions
support each other
• Learn how to help principals identify areas
for growth
• Understand sources of evidence and related
data and procedures for providing accurate and
consistent feedback
• Identify available data sources and use critical
information to inform and improve instruction
• Explore the development of essential questions
to identify and examine root causes, plan
interventions, and reach school improvement
goals, considering three levels of data
Prerequisite: None. Participants need not be familiar
with the Marzano School Leader Evaluation Model.
• Learn how to use sources of evidence to score and
give feedback on the model
Evaluators of principals
• Track progress in understanding and applying
the model through authentic application and
assessment
Audience (max.50 people):
School and district leaders
Prerequisite: Marzano School Leader Evaluation:
Domains 1–5 training
• Evaluators of principals
• Principals
• Assistant principals
End-of-Year Progress Monitoring
Duration: 1-, 2-, or 3-day sessions
Prerequisite: Domain 1 training
Product Codes:
PD000-LM1 (3-day session)
End-of-year progress monitoring ensures support for
districts using the Marzano School Leader Evaluation
Model as they enter their Year 1 final leader
evaluation period. Participants learn how evidence
supports leader evaluation during a private
consultation between administrators and a Marzano
Center senior-level consultant. The session is delivered
before the final leader evaluation period during the
first year of implementation.
Evaluators of principals
Prerequisite: Marzano School Leader Evaluation:
Domains 1–5 training
Duration: 1 day
Building and Sustaining Continuous
Improvement of Instruction
Increase leadership capacity with a focus on
continuous improvement of instruction using data,
individual teacher growth plans, and professional
development.
Outcomes
• Use data and share expectations around your
school's instructional model
• Communicate a vision and provide feedback to
reinforce instruction
• Connect student achievement data to instruction
• Use instructional data to plan for professional
development
School and district leaders
Duration: 1 day
Prerequisite: A Data-Driven Focus on Student
Achievement training; data from iObservation is used
in this session
36
Renewed focus on student achievement calls for observers to understand classroom pedagogy
to effectively guide teachers as they develop expertise. Our observer track ensures that
participants are well versed in the Marzano framework and elements to support a schoolwide
common language of instruction and fair, accurate evaluations.
Domain 1: Framework
iObservation
Domain 1: IRR and Protocol
Discover how the four domains of the 2014 Marzano
Teacher Evaluation Model are connected and the
positive impact they have when combined in a
teacher’s practice. Learn how teaching is both an art
and a science, where intentional planning and the use
of specific strategies, along with observer feedback,
make a big difference in teacher growth.
Outcomes
Match your understanding of the Marzano framework
with technical training in the use of iObservation,
the popular electronic platform with a dynamic,
intuitive interface that tracks teacher growth over
time. Hands-on work reveals how this technology
will enhance productivity and support instructional
growth.
Outcomes
• Gain a solid understanding of the organization
of the framework and how the design questions
support each other
• Understand the vital features of iObservation
As observers become familiar with the observation
protocol, the common language of instruction is
established. With an emphasis on high-efficiency
college and career readiness strategies from Design
Questions 1–5, participants study instructional
strategies—or elements—used in lesson planning.
Outcomes
• Learn how to support and monitor a common
language of instruction
• Identify elements from Design Questions 1-5 in an
observation
• Use planning to identify the dominant element
within a lesson
• Understand the purpose of intentional planning
and how to do it
• Know the desired effect of each lesson segment
and each design question
• Identify the appropriate lesson segment and
design question in an observation
• Learn how to use the interface to document
evidence and provide objective feedback
Observers (site-based and district level)
Duration: 1 day
Prerequisite: Domain 1: Framework
Product Code: PD100-M001-V2
Duration: 1 day
Prerequisites:
• Domain 1: Framework
• iObservation
Duration: 1 day
RECOMMENDED READING
School Leadership
for Results
SHIFTING THE FOCUS OF LEADER EVALUATION
School leaders significantly impact student achievement, but they need
support, training, vision, and tools to be truly effective. In School Leadership for
Results: Shifting the Focus of Leader Evaluation, education authorities Beverly
Carbaugh, Robert Marzano, and Michael Toth discuss transforming evaluation
into a model that:
•
Improves the performance of school leaders and aligns school leaders’
vision, mission, and goals
•
Connects goals with practices that impact teachers and students
•
Addresses key questions with domains, scales, and evidences
•
Ensures fair, unbiased school leader evaluations
Authors:
Beverly G. Carbaugh, Robert J. Marzano,
Michael D. Toth
Product Code:
BPP140011
Cost: $29.95
Effective school leader evaluation is a collaborative, shared process of focused improvement.
Learn how to make it an integral part of your schools.
1.877.411.7114
37
EVALUATION
District
Teacher Evaluation
District
EVALUATION
Teacher Evaluation
Domain 1: IRR and Scoring
Domain 1: IRR and Feedback
Supporting IRR
Monitoring is a critical step in achieving success and
positively impacting student achievement. This session
focuses on establishing inter-rater reliability (IRR)
through repeated video practice, using the Gradual
Release of Responsibility Model. Explore Design
Questions 6-9 and how they are a vital precondition
for learning.
Outcomes
• Understand how to use the scale to identify the
current level of implementation
• Learn how monitoring can look different for each
lesson segment, design question, and element
• Identify and apply the scale for Design Questions
1–9 during an observation
It’s the central component necessary for teacher
growth: feedback. The quality of feedback is essential
to supporting teachers’ deliberate practice. Although
this session explores research, it is anchored in
practical examples and tips to support instructional
leaders to be successful throughout the feedback cycle.
Outcomes
Perfect your ability to objectively score what you
observe in a classroom and give actionable feedback.
Continue your development as an observer through
the use of repeated, facilitated video practice as you
deepen your understanding of the dynamic nature
of observing and rating each element. Receive
affirmation and adjustment on real-time
observation data.
Outcomes
• Understand the need for formative and
summative feedback and how to offer it
• Learn the purposes for feedback and each
observation type
• Operationalize informal and formal feedback
cycles for teacher growth using iObservation
• Accurately identify elements at the appropriate
scale level
Duration: 1 day
Prerequisites:
Prerequisites:
• Domain 1 (all four sessions)
• iObservation
Prerequisites:
•
•
•
•
• Deepen your skills as an observer and learn how to
better support inter-rater reliability (IRR) within
your school or district
Duration: 1 day
Duration: 1 day
• Domain 1: Framework
• iObservation
• Domain 1: IRR and Protocol
• Identify the desired effect of each element and
understand how to rate it
Domain 1: Framework
iObservation
Domain 1: IRR and Protocol
Domain 1: IRR and Scoring
“
"I’ve seen a change in my own practice as well as an
impact on the students using the Marzano model."
— Brian Schum, A.D. Henderson University School, Florida
CHECK OUT THESE MUST-READ BOOKS
Learning Sciences International recommends that teachers using
the Marzano Teacher Evaluation Model read this collection of
books to gain a deeper understanding of the model.
Written by Dr. Robert J. Marzano, each book addresses key areas
of teacher effectiveness and shows educators how to make the
most positive impact on students for their own growth.
ORDER YOUR COPIES TODAY!
LearningSciences.com • 1.877.411.7114
38
Product Code:
978-1-4166057-1-3
Product Code:
978-1-4166081-8-9
Cost: $26.95
Cost: $29.95
Domains 2–4:
Understanding Unit Design
Teachers’ actions in the classroom (Domain 1)
truly depend on their level of implementation of
Domains 2–4. Participants examine the continuous
improvement cycle among Domains 2–4 and how to
plan for and make connections among a teacher’s
planning, implementation, and reflection on units
of instruction.
Outcomes
• Understand intentional planning, how to create a
unit of instruction, and continuous improvement
models at the unit level
• Learn how to capture appropriate evidences and
provide feedback that leads to teacher growth
• Evaluate units of instruction
Duration: 1 day
Prerequisites:
• iObservation
Side-by-Side Principal Coaching
Supervision and Feedback
Let an expert consultant walk you through the
classroom observation and feedback process. Begin
with a briefing to establish goals for the coaching
session, then move on to classroom visits. Follow
up by sharing your observation data, then learn
methods for providing specific, actionable feedback to
teachers. Continue by brainstorming further steps in
improving your practice as an instructional leader.
Choose your format:
• District wide, with up to five administrators
per group
• Targeted support for central office intervention,
with up to five administrators per session
• Principal coaching provided on the
individual level
Outcomes
• Calibrate to have accurate observations and identify
dominant elements
• Solidify how to rate each observed element
• Develop your skills at providing feedback
• Build and deepen a common language of
instruction
The most effective teachers grow through specific,
actionable feedback, and you will learn to give
each of your teachers exactly what they need to
continuously improve their instructional skills. Learn
the crucial importance of iObservation in becoming
the most effective instructional leader you can be.
Outcomes
• Use the observer scale and give appropriate,
non-critical feedback
• Improve inter-rater reliability
• Develop a common language of instruction for
critical conversations
Duration: 1 day
Prerequisites:
• iObservation
• Domains 2–4: Understanding Unit Design
Duration: 1 day
Prerequisites:
• iObservation
Product Code:
978-0-9833512-3-8
Product Code:
978-0-9822592-2-1
Product Code:
978-0-9822592-4-5
Product Code:
978-0-9822592-0-7
Cost: $34.95
Cost: $29.95
Cost: $29.95
Cost: $24.95
1.877.411.7114
39
EVALUATION
District
Teacher Evaluation
District
EVALUATION
Teacher Evaluation
Deliberate Practice
Rounds Team Leader Training
Deliberate practice is the orchestration of thoughtful
planning, implementation, reflection, and resulting
action, all leading to professional growth for teachers.
Delve into the declarative knowledge related to
deliberate practice and discover the tools to guide,
monitor, and provide feedback.
Outcomes
Trains core instructional leaders to accurately
implement the Marzano Teacher Evaluation Model.
Observers, identified as Rounds Team Leaders, spend
four days with a Learning Sciences International
senior staff developer to deepen their knowledge
and improve inter-rater reliability (IRR) and scoring
accuracy. After a full-day observation session,
participants score classroom video clips. They
then move into a live classroom setting with three
repeated Side-by-Side Principal Coaching sessions in a
small-group setting (max. of five participants). Sideby-Side Principal Coaching provides the purest form
of professional development and increases observers’
scoring calibration.
• Understand the essential components and actions
of deliberate practice
• Monitor deliberate practice through growth plans
and additional measures
Duration: 1 day
Prerequisites:
•
•
•
•
Domain 1 (all four sessions)
iObservation
Domains 2–4: Understanding Unit Design
Supervision and Feedback
Outcomes
• Create a core group of knowledgeable and
calibrated observers
• Improved IRR and accuracy in scoring
Interactive Scoring with
Dr. Marzano Courses
Observers strengthen their observation and scoring
skills and gain valuable, authentic experience
assessing and providing feedback. Using the Marzano
Teacher Evaluation Model protocol, participants learn
how to score in various domains while maintaining
a focus on classroom strategies and behaviors. After
scoring a series of video segments and comparing
the observation results to Dr. Marzano’s ratings,
each observer receives immediate feedback and an
opportunity to reflect and improve assessment skills.
Outcomes
• Observers are prepared to participate in rich
discussions of teachers’ instructional practices
• Improved observer competency and consistency
Audience (max. 1 person/license):
Audience:
• Observers (site-based and district level)
• Central office
Duration: Varies
Duration: Varies, depending on number
of cohorts.
• iObservation
Prerequisites:
Product Codes: MEV00-100-C1,
MEV00-100-C2
• iObservation
Prerequisites:
Product Code: PD000-M032
“
"I have seen a shift in the culture amongst
everybody who’s working with this; the
teachers, program developers, the district,
we’re really focused on teaching and
learning and all of the aspects of what
makes effective teaching and learning
strategies and processes."
— Dr. Michelle Gayle, James S. Rickards High
School, Florida
40
With the Marzano Center Non-Classroom Instructional Support Personnel Evaluation Model,
school leaders can observe, evaluate, and develop growth plans for instructional personnel who
do not work in a traditional classroom setting.
Non-Classroom Instructional Support
Personnel Evaluation Model
Side-by-Side Coaching
(Non-Classroom)
Learn how the Marzano Teacher Evaluation Model has
been adapted to evaluate non-classroom instructional
support personnel and how it provides options
for continuous improvement and growth plans.
Participants examine what an evaluator will look for
and what a teacher will actually put into practice.
Let an expert consultant walk you through the
observation and feedback process. Begin with a
briefing to establish goals for the coaching session,
then move on to the observation. Follow up by
sharing your observation data, then learn methods
for providing specific, actionable feedback to nonclassroom instructional support personnel. Continue
by brainstorming further steps in improving your
practice as an instructional leader.
Choose the format:
Observers will learn how to identify the desired
effect of each element and how to give feedback
to instructional support personnel for observable
and non-observable behaviors, such as planning,
reflecting, professionalism, and collegiality.
Teachers will learn how to use the common language
of instruction to identify evidences, plan content and/
or activities to support their plans, and use a scale for
self-assessment and growth.
Outcomes
• Gain a solid understanding of how to use the
framework as an observation and evaluation tool,
as well as a plan for growth for non-classroom
instructional support personnel
• Learn the purpose and application of intentional
planning as it relates to each unique instructional
support personnel’s area of responsibility
• Use a common language of instruction
throughout a school or district for assessment and
growth
• Observers
• Teachers
Duration: 1 day
Recommended Reading: The Art and Science of
Teaching: A Comprehensive Framework for Effective
Instruction by Dr. Robert J. Marzano
Product Code:
PD000-M025-P
• District wide, with up to five administrators
per group
• Targeted support for central office intervention,
with up to five administrators per session
THE NEED FOR A
NON-CLASSROOM
INSTRUCTIONAL
PERSONNEL
EVALUATION MODEL
When it comes to evaluation, one
size does not fit all. Many districts
that have selected their teacher
evaluation systems are now
wondering how to evaluate
non-classroom personnel.
Speech pathologists, media
• Coaching provided on an individual level
Outcomes
specialists, school psychologists,
• Calibrate to have accurate observations and
identify dominant elements
personnel all play critical roles in
• Solidify how to rate each observed element
• Develop your skills at providing feedback
• Build and deepen a common language of
instruction
nurses, and other support
educating students. How can you
provide them with fair evaluations
that accurately reflect the work
they do?
Observers
Like our other evaluation models,
Duration: 1 day
the Marzano Center Non-
Prerequisites:
Classroom Instructional Support
• Non-Classroom Instructional Support Personnel
Evaluation Model training
Personnel Evaluation Model is
• iObservation
specific instructional strategies
Product Code:
PD000-M005-IS
correlated with student
based on research identifying
achievement. Rooted in the
common language of the Marzano
Teacher Evaluation Model, it has
been adapted to capture the
unique responsibilities of support
personnel.
1.877.411.7114
41
EVALUATION
District
Non-Classroom Instructional
Support Personnel Evaluation
District
School
TECHNOLOGY
Technology
Take the guesswork out of teacher and leader growth, observation, and evaluation with an easy,
efficient, and effective technology platform.
PROFESSIONAL DEVELOPMENT & OBSERVATION/EVALUATION
SOFTWARE
iObservation is the leading observation technology platform that offers an
interactive web-based data management system for classroom walkthroughs and
teacher and leader evaluation. It manages the data collection process so schools
can focus on effective teaching and learning. Customization offers flexibility for
alignment with your current focus or initiatives.
iObservation
iObservation Fidelity Modules
Match your understanding of the Marzano framework
with technical training in the use of iObservation,
the popular electronic platform with a dynamic,
intuitive interface that tracks teacher growth over
time. Hands-on work reveals how this technology
will enhance productivity and support instructional
growth.
Outcomes
• Understand the vital features of iObservation
iObservation Fidelity Modules help evaluators
calibrate, assess, and certify observer accuracy. The
training includes master-scored classroom videos
that districts can use to proctor sections as they
measure and analyze observer accuracy. Two types of
module formats—unsecure and secure—facilitate
evaluation. In the unsecure module format, a master
scoring team, led by Dr. Robert Marzano, provides
correct answers to improve scoring rationale and
calibration. In the secure module format, the answer
key remains secure, allowing a district to use the
same assessment multiple times.
Outcomes
• Improve observer scoring calibration
• Learn how to use the interface to document
evidences and provide objective feedback
Duration: 1 day
Prerequisite: Domain 1: Framework
Product Code: PD100-M001
• Provide observers with additional resources to
promote improvements in their observation skills
and accuracy levels
• Guard against scoring drift
One-on-one virtual sessions are also available.
Please call for details.
Audience: Observers
Product Code: PD300-M001, PD300-M002,
PD300-M003, PD300-E1
Duration: 1-Year License
Prerequisites: Session managers must attend a
one-hour virtual tour. They will receive supporting
documents, including the Session Management Quick
Start Guide and Participant Quick Start Guide.
Product Codes: IO000-10, IO500-M, IO500-M-20,
IO500-M-21, PD300-03, IO000-91
“
"One of the things teachers like best about iObservation
is that the feedback is instantaneous. In addition, there
is a whole library of videos that they can use ..."
— Shelly Bell, Elizabeth Cobb Middle School, Florida
42
WHY SHOULD YOU
USE iOBSERVATION?
IT’S EASY.
Takes the guesswork out of
walkthroughs, observations, and
evaluations with digitized forms
and built-in resources.
IT’S EFFICIENT.
Time-saving organizational and
data management tools to
maximize observer effectiveness.
IT’S EFFECTIVE.
Comprehensive planning and
training support along with
targeted professional
development and real-time data
reports connect teacher and
leader performance to student
achievement.
1.877.411.7114
iObservation.com
Teacher
MSEd
Graduate Education
and Master's Degrees
PURSUE A MASTER'S DEGREE AROUND YOUR LIFESTYLE
Online Graduate Education Programs for Today's Busy Teachers
WHY CHOOSE US?
Master of Science in Education and other graduate programs from the National
Institute of Professional Practice and Wilkes University help educators stand
out among their peers. Designed for busy teachers and leaders, our programs offer
a flexible solution for education professionals who want to earn a master’s degree
without disrupting their careers. You can earn your degree in as little as two years or
your letter of endorsement in one year.
Discover the unique advantages
and powerful resources at your
disposal:
• Flexible online setting
• Small class size
Become an expert educator from the convenience of your home or classroom
through online graduate programs rich in content, strategies, and resources that
you can apply today to get results tomorrow. Our online graduate programs are
grounded in the latest research developed by education leaders and practitioners
who know what it’s like to be in your shoes and what it takes to make a positive
impact on student growth. And just like traditional programs, you have access to
passionate professors and caring graduate advisors dedicated to your success, along
with supportive cohorts of fellow learners.
• Immediate, real-world
application
• Enhanced student learning
• Personal coaching
• Online video and modeling
segments
• Increased salary potential
TUITION AND FEES: Visit ProfessionalPractice.org
1.888.235.6555
ProfessionalPractice.org
NATIONAL INSTITUTE FOR PROFESSIONAL PRACTICE
The National Institute for Professional Practice was founded in response to the needs
of today’s educators. The National Institute offers several online master’s degrees and
programs that provide educators with tools and strategies to make real and lasting
changes in their classrooms. Through strategic alliances with nationally recognized
experts and organizations, the degrees and certificates from the National Institute
offer a revolutionary learning experience.
in partnership with
WILKES UNIVERSITY
Wilkes University is an independent institution of higher education dedicated to
academic and intellectual excellence through mentoring in the liberal arts, sciences,
and professional programs. Founded in 1933 in Wilkes-Barre, Pennsylvania, Wilkes
provides its students with the experience, mentoring and education necessary for
career and intellectual development as well as personal growth. A nationally
recognized independent university, it boasts comprehensive undergraduate and
graduate programs with both traditional and online courses, Middle States
accreditation, and a focus on community and lifelong learning.
44
MSEd: Art & Science of Teaching
Designed with Dr. Robert J. Marzano
The measure of an educator’s professional success depends on how well students
learn and apply knowledge. Synthesizing nearly 40 years of research, Dr. Robert J.
Marzano designed the Art & Science of Teaching online graduate program with
the National Institute for Professional Practice to equip educators with strategies and
techniques that translate into measurable change in the classroom and increased
student achievement. The only one of its kind, Dr. Marzano’s innovative program for
K-12 teachers includes study guides, activities, and immediate, real-world classroom
application.
Outcomes:
• Improve student learning and comprehension
• Engage students in active participation
• Help students develop critical thinking skills
• Match teaching strategies to specific student needs
• Apply theory and practice directly to the classroom
MSEd: Reading
with eligibility to apply for a Pennsylvania Reading Specialist Certificate
Government initiatives focus on high-quality education for all children, and a key
component is achieving grade-level goals for student reading in primary and
secondary school. The online Reading graduate program provides PreK-12 teachers
with a comprehensive literacy curriculum that addresses diverse learning needs.
Courses focus on literacy assessment, diagnosis, and intervention; and development,
differentiation, adaptation and leadership skills.
Outcomes:
• Plan, administer, score, and interpret a variety of literary assessments
• Advance student writing through vocabulary development
• Deepen student comprehension through research-based text comprehension
instruction
• Increase student appreciation for literature through a variety of genres
• Evaluate effective materials for literacy instruction
• Become a change agent for change in your school’s literacy program
MSEd: Early Childhood Literacy
The Early Childhood Literacy online graduate program provides a comprehensive
literacy curriculum for K-3 teachers. It explores tools and resources to empower
students to discover the joy of reading and writing. Learn how to engage and coach
students to understand, remember, synthesize, and communicate what they read,
both verbally and in writing. Unlike traditional master’s degrees, you can apply the
strategies and techniques from this program directly into your classroom as you
progress through each course.
Outcomes:
• Increase student listening and reading comprehension
• Improve student reading fluency and vocabulary development
• Create a language-rich classroom environment
• Utilize word study for effective reading instruction
• Build competency in student literacy
• Develop students into independent readers and writers
Letter of Endorsement:
Teacher Leadership & Instructional Coaching
Today’s teachers must balance instructional effectiveness with school culture and
ever-changing social environments. They need a mentor to offer solutions and
guidance in their practice. The online Teacher Leadership & Instructional Coaching
program is designed for practicing instructional coaches who want to hone their
skills and for educators looking to move into instructional coaching roles. Courses
focus on the power of reflective practice, building leadership skills, problem-based
coaching models, and strategies to build strong professional learning communities.
Outcomes:
• Apply coaching strategies to develop and maintain a strong leadership role
• Foster a culture of continuous learning to introduce and support
instructional change
• Assess needs and learning styles of adult learners for custom mentoring
• Guide teachers through social challenges and everyday teaching dilemmas
• Mentor, motivate, and build trust with educators
• Improve teacher effectiveness through strategic coaching
MSEd: 21st Century Teaching & Learning
In today’s media-rich culture, students have access to more learning resources than
ever before. The 21st Century Teaching & Learning online graduate program
addresses the challenges and opportunities of how constantly changing
technology, vast amounts of information, and ambiguous situations affect the
learning process. Designed specifically for middle school and high school teachers,
this program provides strategies to adapt classroom instruction to meet the needs
of 21st century students.
Outcomes:
• Integrate technology for collaboration and innovation
• Enable students to connect critical thinking with creativity and problem-solving
• Improve student communication skills in various in-person and
technology outlets
• Prepare students to apply what they learn to real-world scenarios
• Develop students into self-reliant, lifelong learners
“
"This entire course was well organized
and executed. I have taken several
online classes and this was, by far, the
best experience I have had."
— M. Becker, Teacher
1.877.411.7114
45
MSEd
Teacher
Graduate Education
and Master's Degrees
LEARNING AND
PERFORMANCE
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MANAGEMENT
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Join Us for a
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FORMATIVE ASSESSMENT IN A
BRAIN-COMPATIBLE CLASSROOM:
How Do We Really Know They’re Learning?
Author: Marcia L. Tate
How can students knock the top off any test? That’s one of the 14 key questions that Dr.
Marcia L. Tate answers in Formative Assessment in a Brain-Compatible Classroom: How
Do We Really Know They're Learning? Although teachers find some types of assessments
difficult to grade, these assessments are often the only way to know how well certain
students are learning.
Tate describes the theories behind various assessment types and addresses specific
ways to create brain-compatible learning environments that foster high achievement.
Educators reading this book will be able to maximize the use of assessment,
empowering all students to succeed.
Available April 2016
ISBN: 978-1-941112-31-1
Cost: $27.95
1.877.411.7114 | LearningSciences.com

Current Catalog - Learning Sciences International

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