This book argues that competency-based practices are the key to creating school systems that meet students’ academic needs and prepare students to effectively communicate, collaborate, and self-regulate. With comprehensive coverage of competency-based practices and recommended steps to explore new approaches to instruction and assessment, Marzano Mastery Approaches provides readers with the tools to guide their schools through the necessary decision points for ensuring a profoundly improved and profoundly impactful educational experience.
K–12 school leaders can use this book to: - Consider seven key domains of implementation for competency-based education
- Restructure assessment, grading, and reporting systems for mastery
- Formalize student outcomes for academic content, cognitive and metacognitive skills, and the self-system
- Personalize the teaching and learning process and encourage student agency in the classroom
- Shift the roles of educators away from instructing content and toward facilitating learning
Contents: Introduction
Part 1: The Structural Domains
Chapter 1: Structure and Reporting
Chapter 2: Student Outcomes
Chapter 3: Agency
Chapter 4: Equity
Part 2: The Procedural Domains
Chapter 5: Assessment
Chapter 6: Instruction
Chapter 7: Adult Roles
Epilogue
References
Index
Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, The Classroom Strategies series, Managing the Inner World of Teaching, A Handbook for High Reliability Schools, A Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
Dr. Marzano received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.
To learn more about Dr. Marzano, visit marzanoresources.com.
Bill Zima is the director of implementation for Marzano Academies, partnering with schools and communities to realize a vision for personalized competency-based education. Throughout his career, he has served as a teacher, assistant principal, principal, and superintendent in competency-based systems. His role prior to joining Marzano Academies was as superintendent of Regional School Unit 2 in Hallowell, Maine, considered a leader in the creation of a learner-centered, proficiency-based approach to education. Bill also acts as an adjunct professor of education for the University of Maine at Augusta. He works with teacher candidates by teaching courses on foundations of education, the teaching process, and classroom assessment. Bill has also supported student-teaching candidates for the university.
Bill received his bachelor’s degree in industrial technology–electronics from Illinois State University and his master of education in science from the University of Central Florida.
To book Bill Zima for professional development, contact pd@MarzanoResources.com.
Julia A. Simms is vice president of Marzano Resources. A former classroom teacher, she heads a team that develops research-based resources and provides support to educators as they implement them. Her areas of expertise include effective instruction, learning progressions and proficiency scales, assessment and grading, argumentation and reasoning skills, and literacy development. She has authored or coauthored 11 books, including The Marzano Synthesis, A Handbook for High Reliability Schools, Coaching Classroom Instruction, Questioning Sequences in the Classroom, Teaching Argumentation, Teaching Reasoning, and The New Art and Science of Teaching Reading.
Julia received a bachelor’s degree from Wheaton College and master’s degrees in educational administration and K–12 literacy from Colorado State University and the University of Northern Colorado.
