Leading a High Reliability School. Richard DuFour

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СКАЧАТЬ target="_blank" rel="nofollow" href="#u05eadbcc-912a-55f3-bb8a-52d72576c9ba">Safe, Supportive, and Collaborative Culture

       Leading Indicator 1.1

       Leading Indicator 1.2

       Leading Indicator 1.3

       Leading Indicator 1.4

       Leading Indicator 1.5

       Leading Indicator 1.6

       Leading Indicator 1.7

       Leading Indicator 1.8

       Level 1 Transformations

       Conclusion

       Chapter 3

       Effective Teaching in Every Classroom

       Leading Indicator 2.1

       Leading Indicator 2.2

       Leading Indicator 2.3

       Leading Indicator 2.4

       Leading Indicator 2.5

       Leading Indicator 2.6

       Level 2 Transformations

       Conclusion

       Chapter 4

       Guaranteed and Viable Curriculum

       Leading Indicator 3.1

       Leading Indicator 3.2

       Leading Indicator 3.3

       Leading Indicator 3.4

       Leading Indicator 3.5

       Leading Indicator 3.6

       Level 3 Transformations

       Conclusion

       Chapter 5

       Standards-Referenced Reporting

       Leading Indicator 4.1

       Leading Indicator 4.2

       Level 4 Transformations

       Conclusion

       Chapter 6

       Competency-Based Education

       Leading Indicator 5.1

       Leading Indicator 5.2

       Leading Indicator 5.3

       Level 5 Transformations

       Conclusion

       Chapter 7

       District Leadership in High Reliability Schools

       Set Up Collaborative Teams for Building Leaders

       Focus on Critical Commitments in the HRS Model

       Establish District Roles for Each Level

       Celebrate Successes

       Conclusion

       Closing Thoughts: Rick DuFour’s Words

       Appendix

       Principal Collaborative Team Agenda From Clark-Pleasant Community School Corporation

       References and Resources

       Index

      About the Authors

      Robert J. Marzano, PhD, is the cofounder and chief academic officer of Marzano Research in Denver, Colorado. During his fifty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than forty books and two hundred 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, A Handbook for Personalized Competency-Based Education, and Teacher Evaluation That Makes a Difference. 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 Robert J. Marzano’s work, visit marzanoresearch.com.

      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 СКАЧАТЬ