Robert J. Marzano

Based on the upcoming book Leading a High Reliability School, this one-hour webinar will examine the similarities and differences of the PLC at Work™ process across each of the five levels of reform and how each level produces its own particular effects on students, teachers, and parents.

A high reliability school is a school that takes proactive steps to prevent failure and ensure success. The Marzano High Reliability Schools model developed at Marzano Research begins with an organization of factors that correlate with student achievement in a hierarchy of five levels.

Join Robert J. Marzano and Michelle Finn who will highlight two tools to help increase student independence and learning transparency: standard operating procedures and capacity matrices.

In part 1 of this dual series, Dr. Robert J. Marzano and Dr. Brian J. Kosena will begin to answer the question “How can a school or district make the shift to competency-based education?” The pair will dive into exploring essential CBE components such as proficiency scales, learning progressions, instructional planning, and standards-referenced reporting. Dr. Kosena will share real-life field experience from his time as the founding principal of John E. Flynn A Marzano Academy, a preK–8 school in Colorado, and both Marzano and Kosena will be available to answer questions from school and district leaders alike.

Do you want all of your learners to be inspired? Do you want them to believe they have the skills and knowledge to control their lives—whatever they choose? Competency-based education (CBE), focusing on clarity of outcomes, evidence of student learning, and feedback for improvement can help teachers, schools, and districts do just that.

Standards-based education is becoming more and more common across the country. The approach is typically implemented at the school level. When it is, the school leaders support the change and are deeply involved in adjusting practices, processes, and policies to support the work. But what about the individual teacher or small group of like-minded teachers who wish to implement a standards-based grading approach in their classrooms but still adhere to the school or district’s traditional requirements?