As the 21st century unfolds, the pace of change in the world is accelerating while education in the United States remains stagnant or, at best, progresses in isolated pockets. Concern over the effects of an inadequate education system on the nation s economy and innovative potential is growing, and it seems a crisis point is near when the negative aspects of the education system will outweigh the benefits. The consequences of a poorly educated population would be dire, and in order to correct this trajectory, every level of the education system will have to undergo massive changes. Teachers and administrators must lead this cultural shift, which is perhaps as important and massive as the industrial revolution. 
In Teaching and Assessing 21st Century Skills the authors present a model of instruction and assessment based on a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) necessary for the 21st century. Specifically, this book addresses three cognitive skills (analyzing and utilizing information, addressing complex problems and issues, and creating patterns and mental models) and two conative skills (understanding and controlling oneself and understanding and interacting with others). The authors believe both cognitive and conative skills will be vital to the success of all citizens living and working in the highly varied and quickly changing knowledge economy of the 21st century. 
Part of The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of strategies, each chapter includes helpful comprehension questions to reinforce the reader s understanding of the content to create both short- and long-term strategies for teaching and assessing 21st century skills.

Teaching and Assessing 21st Century Skills: The Classroom Strategies Series

Education & Teaching

Robert J. Marzano

Tammy Heflebower

Schools & Teaching

Marzano Research Laboratory

Silver Award Winner 2013 Independent Book Publishers Association Benjamin Franklin Award Just as successful athletes must identify personal strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Coaching colleagues can help one another build their teaching practices by working together. 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 ready-to-use strategies related to the 41 elements of effective teaching shown to enhance student achievement, as well as a list of ways to incorporate technology into the element.
 Benefits
 - Find the reflection strategies that work best for you in the comprehensive at-a-glance compendium, complete with its own table of contents. - Use end-of-chapter comprehension questions to assess and reinforce your understanding of the framework, featuring three categories of lesson segments, the related design questions, and the 41 elements of effective teaching. - Conduct a self-audit to determine your level of competence for each of the 41 elements of effective teaching. - Learn how to use video data, student survey data, and student achievement data to improve your practice. - Continue to develop your instructional practices with an appendix of teacher scales for each reflective practice. - Relate to and draw from classroom vignettes that depict and explore the presented reflective strategies, including (1) videos of other teachers, (2) coaching colleagues, and (3) instructional rounds. Contents 1. Research and Theory 2. Having a Model of Effective Teaching 3. Setting Growth Goals 4. Engaging in Focused Practice 5. Receiving Focused Feedback 6. Observing and Discussing Teaching Compendium: Strategies for Reflective Practice Appendix A: Answers to Comprehension Questions Appendix B: Teacher Scales for Reflective Practice

Becoming a Reflective Teacher (Identifying Instructional Strengths and Weaknesses to Improve Teaching) (Classroom Strategies)

Jessica Kanold-McIntyre

With Tina Boogren

Debra Pickering

A must-have resource for individual educators, coaches, or teams, this book covers everything from approaches for boosting professional growth to creating macrostrategies that are responsive to student needs. Learn how to offer targeted feedback to teachers, empowering them to identify how they can improve their knowledge and skill. Step-by-step quidelines will help teachers increase their performance on the 280 researched-based strategies for Becoming a Reflective Teacher. 
 Benefits
 - Learn how coaches can help K-12 teachers employ the 41 elements of effective teaching in their classrooms using over 280 research-based strategies. - Explore research, extra support/scaffolding, and extensions for each of more than 280 strategies. - Examine various ways schools and districts can provide coaching to teachers, including the advantage and disadvantage of each. -Consider teacher actions and desired student responses for each strategy within the forty-one elements of effective teaching. -Engage in role-play activities for coaches and teachers. Content 1. Research and Theory 2. A Foundation for Coaching 3. Not Using (0) to Beginning (1) 4. Beginning (1) to Developing (2) and Developing (2) to Applying (3) 5. Applying (3) to Innovating (4) 6 Aspects of Coaching Appendix: Answers to Comprehension Questions

Coaching Classroom Instruction (Classroom Strategies)

Phil Warrick

Tom Roy

Julia A. Simms

Marzano Resources

Accurately report students academic strengths and weaknesses with standards-based grading. Rather than using traditional systems that incorporate nonacademic factors such as attendance and behavior, learn to assess and report student performance based on prioritized standards. You will discover reliable, practical methods for analyzing what students have learned and gain effective strategies for offering students feedback on their progress.
Benefits
 - Distinguish between standards-based and standards-referenced grading, and examine the basis of each.
 - Understand the research and reasoning for standards-based grading, and read other educators accounts of applying it in their schools.
 - Examine current grading practices, and identify ways to ensure grades accurately reflect students strengths and weaknesses.
 - Discover how to improve student achievement through meaningful, measurable, and accurate reporting.
 - Address the role of exceptional learners students with special needs, English learners, and gifted and talented students in the assessment process.

A School Leader's Guide to Standards-Based Grading

Jan K. Hoegh

With Mitzi Hoback

With Margaret McInteer

With Bev Clemens

Foreword by Robert Marzano

Discover a practical, comprehensive model of effective professional learning communities. In this user-friendly guide, educators explore research-based steps and strategies designed to increase the effectiveness of collaborative teams and enhance PLCs. Examine how the PLC process can transform critical components of education by expanding the responsibilities of collaborative teams, enabling them to transform the scope and content of the curriculum, the nature and function of classroom assessments, the manner in which instruction is planned and executed, the system in which teachers develop, and the way schools are led. 
Benefits - Gain a model of effective instruction and strategies for direct instruction. -Explore resources for collaborative teams to use as they have honest and challenging discussions, set and monitor norms, and focus on the right work. -Chart progress and transformation of your own schools and classrooms to inform and adjust curriculum, instruction, and assessment with self-evaluation surveys. -Study vignettes that depict how real schools have successfully implemented the strategies of a professional learning community outlined in each chapter. -Use reproducible agendas, scales, and checklists to improve schoolwide practices. -Answer comprehension questions to review each chapter's main points and increase your ability to support teacher development and student achievement.

Collaborative Teams That Transform Schools: The Next Step in PLCs (Improving Student Learning in PLCs; Effective Leaders and Team Collaboration That Bolster PLCs)

Gavin Grift

Laurel Hecker

Janelle Wills

Marzano Research

With foreword by Robert J. Marzano When teachers adopt standards-based learning, students take ownership of their education and achievement soars. Written specifically for K-12 teachers, this resource details a sequential approach for connecting curriculum, instruction, assessment methods, and feedback through standards-based education. The authors provide practical advice, real-world examples, and answers to frequently asked questions designed to support you through this important transition. Implement standards-based grading, instruction, and curriculum in your classroom and school: 
<ul>
<li>Explore the theories and benefits of a standards-based curriculum and become familiar with several significant paradigm shifts that will help you make a strong transition to a standards-based classroom.</li> <li>Explore ways to shift your thinking about teaching and lesson plans in order to better understand content as a vehicle for the achievement of standards.</li> <li>Learn how to develop proficiency scales that will offer guidance in teaching to standards and establishing informative classroom assessment for student learning.</li> <li>Discover new styles of instruction, educational assessment, feedback, and curriculum building that are well suited to standards-based education.</li> <li>Understand how to develop student ownership through the setting of goals, and access free downloadable reproducibles available with this book.</li>
</ul>
Contents: About the Authors About Marzano Research Foreword by Robert J. Marzano Introduction Chapter 1: Planning Instruction With Proficiency Scales Chapter 2: Instructing With Proficiency Scales Chapter 3: Setting Goals and Tracking Progress Chapter 4: Administering Quality Classroom Assessments and Figuring Grades Chapter 5: Teaching Exceptional Students Chapter 6: Communicating Grades Epilogue Appendix A: Frequently Asked Questions Appendix B: Creation of an Elementary Unit Plan References and Resources Index

A Teacher's Guide to Standards-Based Learning (An Instruction Manual for Adopting Standards-Based Grading, Curriculum, and Feedback)

Philip B. Warrick

Jeff Flygare

"Standards-based learning has been implemented into schools across the globe, yet it often does not receive the attention and hard work it needs to truly affect a students learning. A Handbook for Implementing Standards-Based Learning is an all-encompassing Standards-Based Learning guide that authors Tammy Heflebower, Jan K. Hoegh, and Philip B. Warrick have written to help schools properly develop and implement a Standards-Based Learning curriculum. The Handbook explores five different phases of Standards-Based implementation, with specific steps and guidelines for processes such as developing the right curriculum, gathering and implementing feedback, and modifying the curriculum to ensure the best educational experience possible. This book is ideal for those who may wish to lead a Standards-Based reform in their school with in-depth processes for every step along the way. Standards-Based Learning is a great step forward for education, but it needs to be implemented correctly to make a difference"--

Leading Standards-Based Learning: An Implementation Guide for Schools and Districts (A Comprehensive, Five-Step Marzano Resources Curriculum Implementation Guide)

Product Description 
Shifting to standards-based learning is a big change. Rely on Planning and Teaching in the Standards-Based Classroom to help you move forward with clarity and confidence. Authors Jeff Flygare, Jan K. Hoegh, and Tammy Heflebower have created a must-have guide for teachers that delivers straightforward, practical tools and detailed instructions for everything from lesson planning to proficiency scales to parent communication.\nUnderstand priority standards and proficiency scales. 
Develop curriculum maps to plan for the entire year or course. 
Follow the steps of the instructional cycle to create standards-based units and lessons. 
Help exceptional students continue to thrive and grow in a standards-based environment. 
Communicate objectively with students and families about learning.\nContents: Introduction Chapter 1: Curriculum Based on Standards and Scales Chapter 2: Year-Long Planning With Curriculum Maps Chapter 3: Unit Planning With the Instructional Cycle Chapter 4: Lesson Planning and Teaching Within the Instructional Cycle Chapter 5: Assessments and Progress Tracking Chapter 6: Communication Using Proficiency Scales Epilogue 
 About the Author 
Jeff Flygare is a former classroom teacher, English department chair, professional developer, and building leader. During his twenty-six-year career teaching high school English in Academy District 20 in Colorado, he taught nearly every course in the department. Jeff developed classes in mythology, Shakespeare, philosophy, and comparative religions, and worked with social studies colleagues to create an interdisciplinary class called World Studies, which he team-taught successfully for seventeen years. He taught Advanced Placement (AP) English classes for twenty-one years and served as an AP English literature reader and table leader for Educational Testing Service for many years. He adopted standards-based learning in his classroom and successfully taught students at all levels in a standards-based environment for many years. 
Jan K. Hoegh has been an educator for over thirty years and an author and associate for Marzano Resources since 2010. Prior to joining the Marzano team, she was a classroom teacher, building leader, professional development specialist, high school assistant principal, curriculum coordinator, and assistant director of statewide assessment for the Nebraska Department of Education, where her primary focus was Nebraska State Accountability test development. Jan has served on a variety of statewide and national standards and assessment committees and has presented at numerous conferences around the world. 
Tammy Heflebower, EdD, is a highly sought-after school leader and consultant with vast experiences in urban, rural, and suburban districts throughout the United States, Australia, Canada, Denmark, Great Britain, and the Netherlands. She has served as an award-winning classroom teacher, building leader, district leader, regional professional development director, and national and international trainer. She has also been an adjunct professor of curriculum, instruction, and assessment at several universities, and a prominent member and leader of numerous statewide and national educational organizations.

Planning and Teaching in the Standards-Based Classroom

What do successful assessments look like? According to this team of authors, they provide meaningful assessment data that inform your instruction to help your students reach proficiency in priority standards. With the help of this practical guide, learn how to successfully integrate assessment with the standards-based teaching and learning process to improve student performance and evaluate instructional efficacy. 
This book will help K–12 teachers and assessment coordinators: Gain clarity on the different roles of assessment throughout the instructional cycle Determine the timing and format of assessments to best support student learning Address test validity, reliability, and fairness Understand collaborative techniques for assessment consistency Access numerous sample assessments from the field 
Contents: Introduction 
Chapter 1: The Role and Purpose of Classroom Assessment 
Chapter 2: Assessment Throughout the Instructional Cycle 
Chapter 3: Assessment Practices for Consistency and Collaboration 
Chapter 4: Technical Quality 
Chapter 5: The Process of Scoring Assessments 
Chapter 6: The Use of Data From Assessments 
Chapter 7: Feedback to Students 
Epilogue 
References and Resources 
Index

Assessing Learning in the Standards-Based Classroom: A Practical Guide for Teachers (Successfully integrate assessment practices that inform effective instruction for every student)

"The responsibility of coaching school sports is rewarding but challenging in many ways. "Coaching Competitive Sports: How to Develop and Assess Student Knowledge, Skills, and Intangibles" takes the guesswork out of this complex endeavor. Writing from vast experience in school athletic coaching, authors Tammy Heflebower and Logan Heflebower detail the specific attributes and behaviors of effective youth sports coaches as well as the intangible assets and skills that these coaches must help student athletes develop. This resource guides coaches in meeting the needs of the athletes they serve through practical ideas and clear expectations. The authors envision upper elementary, middle, and high school coaches referencing this field book before, during, and after practices"--

Coaching Competitive Sports: How to Develop and Assess Player Knowledge, Skills, and Intangibles (The resource guide for coaches to effectively assist and inspire student athletes)

Sports & Outdoors

Logan Heflebower

Contributor: Dackri Davis

Coaching

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Books by Tammy Heflebower