Dramatically improve schooling by harnessing the collective power of the High Reliability SchoolsTM (HRS) model and the PLC at Work® process. Featuring some of America's best educators, this anthology includes information, insights, and practical suggestions for both PLCs and HRS. The overarching purpose is to demonstrate how these two approaches, taken together, complement each other and support educators in their efforts to create a culture of continuous improvement.
Use this resource to ensure a guaranteed and viable curriculum:
- Study the HRS and PLC practices with guidance from numerous practitioners and experts, developing good teachers into great teachers through a culture of accountability.
- Learn how to keep your school focused on the right work in order to achieve learning for all through a continuous improvement process.
- Understand how the HRS model can improve success with the PLC process and how the PLC at Work process is the cornerstone of a high reliability school.
- Explore the ways in which strong leaders can model and improve the why and how of PLC at Work through a collaborative culture.
- Explore the five levels of the HRS model, and then learn how to relate each level to PLC at Work process to improve education in your school or district.
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, Handbook for High Reliability Schools, 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.
He 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.
Robert Eaker, EdD, is professor emeritus at Middle Tennessee State University, where he also served as dean of the College of Education and later as interim executive vice president and provost. Dr. Eaker is a former fellow with the National Center for Effective Schools Research and Development.
He has written widely on the issues of effective teaching, effective schools, helping teachers use research findings, and high expectations for student achievement, and has coauthored with Richard and Rebecca DuFour numerous books and other resources on the topic of reculturing schools and school districts into professional learning communities.
In 1998, Dr. Eaker was recognized by the governor of Tennessee as a recipient of Tennessee's Outstanding Achievement Award. Also, in 1998, the Tennessee House of Representatives passed a proclamation recognizing him for his dedication and commitment to the field of education. In 2003, Dr. Eaker was selected by the Middle Tennessee State University Student Government Association to receive the Womack Distinguished Faculty Award.
For over four decades, Dr. Eaker has served as a consultant to school districts throughout North America and has been a frequent speaker at state, regional, and national meetings.
