How District, School, and Classroom Leaders Improve Student Achievement
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
Schools can and do affect student achievement, and this book recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data.
Schools can and do affect student achievement, and this book recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data.
The Common Core State Standards present unique demands on students’ ability to learn vocabulary and teachers’ ability to teach it. The authors address these challenges in this resource. Work toward the creation of a successful vocabulary program, guided by both academic and content-area terms taken directly from the mathematics and English language arts standards.
In these cases, students can use a comparison matrix, which examines several
items according to several attributes. Like the Venn and double bubble diagrams,
the matrix structures students' comparisons and helps them identify meaningful ...
Helping Students Develop Reading and Writing Skills
Addresses the controversy over skills versus language in reading education by integrating the best features of each approach. Based on experience with teachers, the authors present a learning strategy in which students acquire reading and writing skills as a by-product of communication tasks.
Just as successful athletes must identify strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement.
In Effective Supervision, Robert J. Marzano, Tony Frontier, and David Livingston show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. When these five conditions are attended to in a systematic way, teachers do improve their skills: * A well-articulated knowledge base for teaching * Opportunities for teachers to practice specific strategies or behaviors and to receive feedback * Opportunities for teachers to observe and discuss expertise * Clear criteria for success and help constructing professional growth and development plans * Recognition of the different stages of development progressing toward expertise. The focus is on developing a collegial atmosphere in which teachers can freely share effective practices with each other, observe one another's classrooms, and receive focused feedback on their teaching strategies. The constructive dynamics of this approach always keep in sight the aim of enhancing students' well-being and achievement. As the authors note, "The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point."
In Effective Supervision, Robert J. Marzano, Tony Frontier, and David Livingston show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers.
A Comprehensive Framework for Effective Instruction
The popular author of Classroom Instruction That Works discusses 10 questions that can help teachers sharpen their craft and do what really works for the particular students in their classroom.
The popular author of Classroom Instruction That Works discusses 10 questions that can help teachers sharpen their craft and do what really works for the particular students in their classroom.
