Get three books in one! First, learn what research has identified as the 10 indicators of high-performing schools. Then, use rubrics to track how closely your school reflects those practices and learn what you can do to improve. Finally, use tools and strategies to create buy-in and involve all stakeholders, as well as monitor and report progress along the way.
Benefits
- Review up-to-date summaries of research on the characteristics and practices of effective schools.
- Learn how to use rubrics for determining the degree of a school s effectiveness.
- Gain step-by-step instructions for planning and conducting or undergoing an on-site school review.
By Robert Marzano; Phil Warrick; Julia Simms; Contributors: David Livingston; Pam Livingston; Fred Pleis; Tammy Heflebower; Jan Hoegh; Sonny Magaņa
Robert J. Marzano, PhD, has worked with educators as a speaker and trainer and has authored more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. He received a master s degree from Seattle University, and a doctorate from the University of Washington.
Phil Warrick, EdD, has been an adjunct professor at Peru State College since 2005. He is a former regional president for the Nebraska Council of School Administrators. He also served on the NCSA legislative committee and was elected chair. He earned a bachelor of science from Chadron State College and master s and doctoral degrees from the University of Nebraska-Lincoln.
Julia A. Simms, EdM, MA, has worked in K-12 education as a classroom teacher, gifted education specialist, teacher leader, and coach. She has led school- and district-level professional development on a variety of topics, including literacy instruction and intervention, classroom and schoolwide differentiation, and instructional technology. She received her master s degrees in educational administration and K-12 literacy from Colorado State University and the University of Northern Colorado, respectively.
David Livingston, PhD, specializes in school and district-level leadership and school improvement. Dr. Livingston has also been coordinator for the Western States Benchmarking Consortium, an adjunct professor at the University of Colorado, and a member of the board of trustees for Stanley British Primary School. Dr. Livingston holds a PhD from the University of Colorado at Boulder and an MA from Roosevelt University. P>
Pam Livingston was professional development specialist in early childhood education at Cherry Creek Schools in Colorado, and facilitated the study and development of curriculum and assessments for young children and guided the professional development for primary grades teachers. Pam received a BA and MA in early childhood education from the University of Northern Colorado and completed an educational administration program at the University of Colorado Denver.
Fred Pleis, EdM, has presented at multiple conferences and has been a school leader for professional learning communities and response to intervention. Fred received his master s degree from Regis University in Denver, Colorado.
Tammy Heflebower, EdD, has served as director of curriculum, instruction, and assessment at Douglas County School District and as a leader of many statewide organizations in Nebraska and Colorado. Tammy has co-authored several articles and books. Tammy holds a master from the University of Nebraska at Omaha, and a doctor of education from the University of Nebraska-Lincoln.
Jan K. Hoegh has twenty-eight years of experience in education, also served as assistant director of statewide assessment for the Nebraska Department of Education. She has served on numerous statewide and national standards and assessment committees and has presented at national conferences. Jan holds a master of arts from the University of Nebraska at Kearney.P>
Anthony J. Sonny Magaņa, EdM, has served in the field of education for thirty years and created and served as director of Washington s first CyberSchool, a successful blended learning program that continues to meet the needs of at-risk students in Washington State. Sonny received a master s degree from City University of Seattle, and is completing a doctorate at Seattle University.
