Tom Roy - Coaching Classroom Instruction

ROBERT J. MARZANO

JULIA A. SIMMS

Coaching Classroom Instruction

with TOM ROY

TAMMY HEFLEBOWER

PHILIP B. WARRICK

THE CLASSROOM STRATEGIES SERIES

Copyright 2013 by Marzano Resources

Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked Reproducible. Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher and the author.

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Library of Congress Control Number: 2012910133

ISBN: 978-0-9833512-6-9 (paperback)

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CONTENTS

Italicized entries indicate reproducible forms.

ABOUT THE AUTHORS

Robert J. Marzano, PhD, is the cofounder and chief academic officer of Marzano Resources in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include: Designing and Teaching Learning Goals and Objectives, District Leadership That Works, Formative Assessment and Standards-Based Grading, On Excellence in Teaching, The Art and Science of Teaching, The Highly Engaged Classroom, Effective Supervision, Teaching and Assessing 21st Century Skills, and Becoming a Reflective Teacher. 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 bachelors degree from Iona College in New York, a masters degree from Seattle University, and a doctorate from the University of Washington.

Julia A. Simms, EdM, MA, is director of content and resources for Marzano Resources. She has worked in K12 education as a classroom teacher, gifted education specialist, teacher leader, and coach. Additionally, 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 bachelors degree from Wheaton College in Wheaton, Illinois, and her masters degrees in educational administration and K12 literacy from Colorado State University and the University of Northern Colorado, respectively.

Tom Roy, PhD, a lifelong educator, is presently in private practice working with schools and districts to improve student learning, assessment, and school leadership. He has worked with schools and nonprofit organizations nationally and internationally on issues of leadership, curriculum, assessment, and organizational effectiveness. As a Marzano Resources associate, Dr. Roy uses Marzanos model of effective teaching as a vehicle for teacher improvement in both coaching and evaluation formats. He has served as a science and mathematics teacher in elementary, middle, and high schools, as well as in school administration. Dr. Roy earned his PhD in curriculum and instruction from Boston College, a master of science in education from Elmira College, and a bachelor of science education from the State University of New York.

Tammy Heflebower, EdD, is a highly sought-after school leader and consultant with vast experience in urban, rural, and suburban districts throughout the United States, Australia, Canada, Denmark, England, and the Netherlands. Dr. Heflebower 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. Dr. Heflebower was the vice president and then senior scholar at Marzano Research (since renamed Marzano Resources) prior to becoming the CEO of her own company, !nspire Inc: Education and Business Solutions. She also specializes in powerful presentation and facilitation techniqueswriting and sharing them worldwide.

Dr. Heflebower is widely published. She is lead author of the award-winning book A School Leaders Guide to Standards-Based Grading and is coauthor of Collaborative Teams That Transform Schools: The Next Step in PLCs and Teaching & Assessing 21st Century Skills. She is a contributor to A Handbook for High Reliability Schools: The Next Step in School Reform, Becoming a Reflective Teacher, Coaching Classroom Instruction, The Highly Engaged Classroom, The Principal as Assessment Leader, The Teacher as Assessment Leader, and Using Common Core Standards to Enhance Classroom Instruction & Assessment. Her articles have been featured in Kappan, Educational Leadership, Diversity Journal, Education Week blog, and the Nebraska Council of School Administrators Today.

Dr. Heflebower holds a bachelor of arts from Hastings College in Hastings, Nebraska, where she was honored as an Outstanding Young Alumna and her team was inducted into the hall of fame. She has a master of arts from the University of Nebraska Omaha. She also earned an educational administrative endorsement and a doctor of education in educational administration from the University of NebraskaLincoln.

Philip B. Warrick, EdD, spent the first twenty-five years of his educational career as a teacher, assistant principal, principal, and superintendent and has experience in leading schools in the states of Nebraska and Texas. Dr. Warrick was named 1998 Nebraska Outstanding New Principal of the Year and was the 2005 Nebraska State High School Principal of the Year. He is a past regional president for the Nebraska Council of School Administrators (NCSA). He also served on the NCSA legislative committee. In 2003, he was one of the initial participants to attend the Nebraska Educational Leadership Institute conducted by The Gallup Corporation at Gallup University in Omaha. In 2008, Dr. Warrick was hired as the campus principal at Round Rock High School in Round Rock, Texas. In 2010, he was invited to be an inaugural participant in the Texas Principals Visioning Institute, where he collaborated with other principals from the state of Texas to develop a vision for effective practices in Texas schools.