Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Marzano Collection Tools
www.iObservation.com/Marzano
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Teacher and Leadership Effectiveness
iObservation is an interactive learning system that
develops teacher and leadership effectiveness. This
instructional and leadership improvement system tracks
longitudinal data on teacher growth and leadership
practices connected to student achievement gains.
iObservation is an electronic data system that aligns
research-based classroom and leadership practices
to increase student achievement by supporting a
continuous improvement cycle that accelerates teacher
effectiveness and principal performance.
The system uses longitudinal data to inform professional
development differentiated to teachers’ and leaders’
individual growth needs. Virtual professional learning
communities and job-embedded experiences help
teachers and leaders engage in deliberate practice to
improve student outcomes.
Full customization options offer flexibility to create
alignment with current focus or initiatives; existing forms
can be digitized in iObservation or new forms can be
developed using iObservation’s content library.
iObservation also partners with top national researchers
to offer exclusive electronic access to research-based
models of instruction and leadership, including Dr. Robert
Marzano’s Art & Science of Teaching Observation and
Feedback Protocol
The Marzano Collection Connecting Teacher
Growth to Student Achievement
» Develop effective teachers in every
classroom
» Understand when to use which researchbased instructional strategies during a
lesson to maximize student achievement
gains
» Engage in continuous instructional
improvement efforts through feedback
loops from supervisors, mentors, peers,
students, and self
» Participate in differentiated professional
development tailored to teachers’
individual growth needs
» Learn more about The Marzano
Collection at
www.iObservation.com/Marzano
Marzano Collection Tools
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Table of Contents
I. The Marzano Collection Connecting Teacher Growth to Student Achievement
Marzano Collection Overview ...................................................................................................
Page 4
Marzano Collection Cycle ........................................................................................................
Page 5
41 Key Strategies Related to Effective Teaching ........................................................................
Page 6
Marzano Art & Science of Teaching Observation and Feedback Protocol ....................................
Page 12
Leaders of Learning Program ................................................................................................... Page 13
Library of Online Resources ...................................................................................................... Page 15
Program to Support Effective Teaching .....................................................................................
Page 16
II. Master of Science in Education: Major in the Art and Science of Teaching
MSEd: Major in the Art and Science of Teaching ........................................................................ Page 19
Program of Study ................................................................................................................... Page 21
III. Recommended Implementation Models
Implementation Models ........................................................................................................... Page 25
III. Contact Information
Contact Us ............................................................................................................................ Page 28
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Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
the reasoned use of specific instructional strategies
“While
is certainly a necessary ingredient of expertise, the ultimate
criterion for expert performance in the classroom is student
achievement. Anything else misses the point.
“
- Dr. Robert Marzano
Developing Expert Teachers, Leading Edge Anthology on Instruction (2009)
Synthesizing nearly 40 years of meta-analysis research and research of his own,
Dr. Robert Marzano developed the groundbreaking Collection Connecting Teacher Growth to Student
Achievement as a coherent and aligned approach for school districts to support and monitor the
development of highly effective teachers in every classroom.
The Collection, powered by iObservation, is designed as an integrated and powerful set of
tools and supports for districts to systematically improve the classroom instruction of all their
teachers as evidenced by gains in student achievement. Building on the Art and Science of
Teaching, The Marzano Collection helps instructional leaders and teachers implement a
common language/model of instruction around the 41 key strategies related to effective teaching.
Each component of the Collection is developed and continuously updated by Dr. Marzano to ensure it
embodies the most current research findings.
The Collection contains Dr. Marzano’s:
Art and Science of Teaching Observation and Feedback Protocol – monitors and supports the implementation
across classrooms of 41 key instructional strategies revealed by research for effective teaching.
Leaders of Learning Program – helps instructional leaders supervise and support the development of effective
teachers in every classroom using the Marzano Art & Science of Teaching Observation and Feedback Protocol
Library of Online Resources – supports teachers with professional development resources in their assessed
growth areas
Program to Support Effective Teaching – systematically builds the knowledge and skills for teachers to improve
their instruction as evidenced by student achievement gains
Master of Science in Education: Major in the Art and Science of Teaching – provides a graduate track for
teachers seeking to improve their classroom instruction and become certified in the Art and Science of
Teaching
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Marzano Collection Tools
Connecting Teacher Growth to Student Achievement
Share and
replicate effective
practices
Student Achievement
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Achievement
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Performance
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Professional
Learning
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Observation
feedback data
from supervisor,
mentor, self, and
students
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student outcomes
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Cycle of reflection, collaboration, professional development, and feedback to advance teacher
professional growth as evidenced by student achievement gains
Growth and
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Competency- and
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iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
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Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
41 Key Strategies Related to Effective Teaching
Presented in a Comprehensive Model of Instruction
The Marzano Collection identifies the 41 key strategies revealed by research for effective teaching presented in a robust,
easy-to-understand model of instruction based on the Art and Science of Teaching. All 41 key strategies are addressed
by components of the Marzano Collection to support instructional leaders and teachers in the practical and systematic
implementation this comprehensive model of instruction.
KEY Strategy
Marzano Collection
Routines
Communicating Learning Goals, Tracking
Student Progress, and Celebrating Success
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
1.
Providing clear learning goals and scales to measure
those goals (e.g. the teacher provides or reminds
students about a specific learning goal)
CAGTW
•
•
•
2.
Tracking student progress (e.g. using formative
assessment the teacher helps students chart their
individual and group progress on a learning goal)
CAGTW
•
•
•
3.
Celebrating student success (e.g. the teacher helps
student acknowledge and celebrate current status on
a learning goal as well as knowledge gain)
CAGTW,
CITW
•
•
•
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
Establishing and Maintaining Classroom Rules and
Procedures
4.
Establishing classroom routines (e.g. the teacher
reminds students of a rule or procedure or
establishes a new rule or procedure)
CMTW
•
•
•
5.
Organizing the physical layout of the classroom for
learning (e.g. the teacher organizes materials, traffic
patterns, and displays to enhance learning)
CMTW
•
•
•
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
A&S
•
•
•
CITW
•
•
•
Content
Lessons Involving New Content
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6.
Identifying critical information (e.g. the teacher
provides cues as to which information is important)
7.
Organizing students to interact with new knowledge
(e.g. the teacher organizes students into dyads or
triads to discuss small chunks of content)
Marzano Collection Tools
KEY Strategy
Lessons Involving New Content (Cont’d)
Marzano Collection
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
8.
Previewing new content (e.g. the teacher uses
strategies such as: K-W-L, advance organizers,
preview questions)
CITW
•
•
•
9.
Chunking content into “digestible bites” (e.g. the
teacher presents content in small portions that are
tailored to students’ level of understanding)
A&S
•
•
•
10.
Group processing of new information (e.g. after each
chunk of information, the teacher asks students to
summarize and clarify what they have experienced)
CITW
•
•
•
11.
Elaborating on new information (e.g. the teacher asks
questions that require students to make and defend
inferences)
CITW
•
•
•
12.
Recording and representing knowledge (e.g. the
teacher ask students to summarize, take notes, or
use non-linguistic representations)
CITW
•
•
•
13.
Reflecting on learning (e.g. the teacher asks students
to reflect on what they understand or what they are
still confused about)
CAGTW
•
•
•
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
Lessons Involving Practicing and Deepening Content
That Has Been Previously Addressed
14.
Reviewing content (e.g. the teacher briefly reviews
related content addressed previously)
CITW
•
•
•
15.
Organizing students to practice and deepen
knowledge (e.g. the teacher organizes students into
groups designed to review information or practice
skills)
CITW
•
•
•
16.
Using homework (e.g. the teacher uses homework for
independent practice or to elaborate on information)
CITW
•
•
•
17.
Examining similarities and differences (e.g. the
teacher engages students in comparing , classifying,
creat ing analogies and metaphors)
CITW
•
•
•
18.
Examining errors in reasoning (e.g. the teacher asks
students to examine informal fallacies, propaganda,
bias)
A&S
•
•
•
19.
Practicing skills, strategies, and processes (the
teacher uses massed and distributed practice)
CITW
•
•
•
20.
Revising knowledge (e.g. the teacher asks students
to revise entries in notebooks to clarify and add to
previous information)
CITW
•
•
•
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Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
KEY Strategy
Lessons Involving Cognitively Complex Tasks
(Generating and Testing Hypotheses)
Marzano Collection
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
21.
Organizing students for cognitively complex tasks
(e.g. the teacher organizes students into small
groups to facilitate cognitively complex tasks)
CITW
•
•
•
22.
Engaging students in cognitively complex tasks (e.g.
the teacher engages students in decision making
tasks, problem solving tasks, experimental inquiry
tasks, investigation tasks)
CITW
•
•
•
Providing resources and guidance (e.g. the teacher
makes resources available that are specific to
cognitively complex tasks and helps students execute
such tasks)
A&S
•
•
•
23.
Behaviors that are enacted on the spot as situations occur
Engaging Students
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
24.
Noticing and reacting when students are not engaged
(e.g. the teacher scans the classroom to monitor
students’ level of engagement)
CMTW
•
•
•
25.
Using academic games (e.g. when students are not
engaged, the teachers uses adaptations of popular
games to reengage them and focus their attention on
academic content)
A&S
•
•
•
Managing response rates during questioning (e.g.
the teacher uses strategies to ensure that multiple
students respond to questions such as: response
cards, response chaining, voting technologies)
A&S
•
•
•
Using physical movement (e.g. the teacher uses
strategies that require students to move physically
such as: vote with your feet, physical reenactments
of content)
CMTW
•
•
•
28.
Maintaining a lively pace (e.g. the teacher slows and
quickens the pace of instruction in such a way as to
enhance engagement)
CMTW
•
•
•
29.
Demonstrating intensity and enthusiasm (e.g. the
teacher uses verbal and nonverbal signals that he or
she is enthusiastic about the content)
CMTW
•
•
•
30.
Using friendly controversy (e.g. the teacher uses
techniques that require students to take and defend a
position about content)
A&S
•
•
•
26.
27.
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Marzano Collection Tools
KEY Strategy
Marzano Collection
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
CMTW
•
•
•
A&S
•
•
•
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
Demonstrating “withitness” (e.g. the teacher is
aware of variations in student behavior that might
indicate potential disruptions and attends to them
immediately)
CMTW
•
•
•
34.
Applying consequences (e.g. the teacher applies
consequences to lack of adherence to rules and
procedures consistently and fairly)
CMTW
•
•
•
35.
Acknowledging adherence to rules and procedures
(e.g. the teacher acknowledges adherence to rules
and procedures consistently and fairly)
CMTW
•
•
•
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
Understanding students’ interests and backgrounds
(e.g. the teacher seeks out knowledge about
students and uses that knowledge to engage in
informal, friendly discussions with students)
CMTW
•
•
•
37.
Using behaviors that indicate affection for students
(e.g. the teacher uses humor and friendly banter
appropriately with students)
CMTW
•
•
•
38.
Displaying objectivity and control (e.g. the teacher
behaves in ways that indicate he or she does not take
infractions personally)
CMTW
•
•
•
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
A&S
•
•
•
Engaging Students (Cont’d)
31.
32.
Providing opportunities for students to talk about
themselves (e.g. the teacher uses techniques that
allow students to relate content to their personal lives
and interests)
Presenting unusual information (e.g. the teacher
provides or encourages the identification of intriguing
information about the content)
Recognizing Adherence and Lack of Adherence to
Classroom Rules and Procedures
33.
Maintaining Effective Relationships with Students
36.
Communicating High Expectations
39.
Demonstrating value and respect for low expectancy
students (e.g. the teacher demonstrates the same
positive affective tone with low expectancy students
as with high expectancy students)
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Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
KEY Strategy
Source*
Observation
and Feedback
Protocol
Online Courses
(In-service and
MSEd)
Library of PD
Resources
Asking questions of low expectancy students (e.g. the
teacher asks questions of low expectancy students
with the same frequency and level of difficulty as with
high expectancy students)
A&S
•
•
•
Probing incorrect answers with low expectancy
students (e.g. the teacher inquires into incorrect
answers with low expectancy students with the same
depth and rigor as with high expectancy students)
A&S
•
•
•
Communicating High Expectations (Cont’d)
40.
41.
Marzano Collection
© 2009 Robert J. Marzano
*Source:
CITW: addressed in Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001)
CMTW: addressed in Classroom Management that Works (Marzano, Pickering, & Marzano, 2003)
CASGTW: addressed in Classroom Assessment and Grading that Work (Marzano, 2006)
A&S: addressed in The Art and Science of Teaching (Marzano, 2007) but not addressed in CITW, CWTW, or CAGTW
The Marzano Collection of Professional Development Resources powered by iObservation:
» Marzano Art & Science of Teaching Observation and Feedback Protocol
» Leaders of Learning Program
» Program to Support Effective Teaching
» Library of Online Resources
» Master of Science in Education: Major in the Art and Science of Teaching
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Marzano Collection Tools
Marzano Collection
Connecting Teacher Growth to Student Achievement
features implementation tools that support instructional leaders and
teachers in the practical and systematic application of the 41 key
strategies at the district, school, and classroom levels.
Each component of the Collection is developed and continuously
updated by Dr. Marzano to ensure it embodies the most current research
findings. While Collection components are connected and designed
for coherent implementation, they may also be used independently to
meet the individual needs of districts and schools.
iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
- 11 -
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Marzano Collection:
Marzano Art & Science of Teaching Observation and Feedback Protocol
Dr. Robert Marzano’s Art & Science of Teaching Observation and Feedback Protocol upgrades
walkthroughs, instructional rounds, and observations to monitor and support the use of researchbased strategies that develop effective teachers in every classroom.
The Marzano Protocol, powered by iObservation, presents the 41 key strategies in a robust,
easy-to-understand language/model of instruction that consistently develops teacher
effectiveness as evidenced by student achievement gains.
The Marzano Protocol – the model of instruction for teacher effectiveness:
» Monitors and supports implementation of research-based strategies into classroom instruction
» Identifies 41 key competencies revealed by research for effective teaching
» Reveals when to use which strategies to maximize student learning
» Provides a common language/model of instruction for effective teaching
» Offers flexibility for district customization to align with current focus or initiatives
Feedback
The Marzano Protocol establishes a common model or language of instruction across the district
in every classroom. It builds a foundation from which collaborative and reflective conversations
occur around professional practice focused on student learning. The Marzano Protocol engages
specific and relevant feedback from supervisors, mentor teachers, teacher leaders, instructional
coaches, and teacher self reflections as well as student surveys and achievement data. The
feedback loops allow for continuous dialogue and collaboration that builds sustainable
professional learning communities. Because the conversations are conveniently conducted
online, they can be maintained without interrupting teachers’ classroom time and administrators’
busy schedules.
The Marzano Protocol in iObservation
The iObservation system is the exclusive electronic platform offering access to the Marzano
Protocol. The system collects, manages, and reports data for instructional leaders and teachers
to make informed decisions. The iObservation system facilitates ease and flexibility for observers as
they follow the Marzano Art & Science of Teaching Observation and Feedback Protocol through
a dynamic interface that reveals the appropriate strategies within the context of the lesson.
*The Marzano Art & Science of Teaching Observation and Feedback Protocol in
iObservation is used in conjunction with the Leaders of Learning Program.
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Marzano Collection Tools
Marzano Collection:
Leaders of Learning Program
To support successful implementation of the Marzano Art & Science of Teaching Observation and
Feedback Protocol, districts and schools are provided with a comprehensive six-day professional
development program delivered over one or more years. Participants learn about the Art and
Science of Teaching framework as a model or language of instruction and reconsider instructional
strategies within the context of appropriate lesson segments in the Marzano Art & Science of
Teaching Observation and Feedback Protocol. They also experience hands-on practice using
the Marzano Art & Science of Teaching Observation and Feedback Protocol in iObservation, the
electronic professional growth platform. At the completion of the six-session program, participants
receive a Certificate of Completion and grow to become effective leaders of learning.
The Leaders of Learning Program is available to district leaders, school leaders, instructional
coaches, and teacher leaders. Teachers are also invited to participate in Days 1, 3, and 5 in order
to gain an understanding in the Art and Science of Teaching framework.
Districts and schools may participate in the Leaders of Learning Program entirely on-site, online,
or as a combination of on-site and online experiences. Online availability provides districts and
schools the means to sustain professional development across new initiatives, as well as offer
options to supplement and enhance in-person trainings with online experiences.
Attendees learn how the Marzano Art & Science of Teaching Observation and Feedback Protocol
establishes a common language of instruction that becomes embedded in the culture of the
district to add value and support the achievement of organization goals.
Professional Development Sessions
Days & Topics
Day 1
» Introduction to the Art and Science of Teaching framework
» Overview of lesson segments in Marzano Art & Science of Teaching
Observation and Feedback Protocol with focus on lesson segments
addressing content
Who Attends
» Observers (district/school leaders,
instructional coaches, teacher
leaders)
» Teachers invited
Day 2
» Review of lesson segments addressing content
» Applying the Marzano Art & Science of Teaching Observation and Feedback
Protocol in iObservation with hands-on practice
» Walkthrough as professional development design
» Observers (district/school leaders,
instructional coaches, teacher
leaders)
» Focus vs. unfocused observations
-----------------------------------------------------------------------------------------------**District implements and collects data for the next paired session**
Day 3
» Overview of lesson segments involving routines and lesson segments
enacted on the spot
» Observers (district/school leaders,
instructional coaches, teacher
leaders)
» Teachers invited
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Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Professional Development Sessions (Cont’d)
Day 4
» Self observation
» Professional growth planning
» Inter-rater reliability
» Peer observation
» Observers (district/school leaders,
instructional coaches, teacher
leaders)
» Building collective efficacy through professional learning communities
-----------------------------------------------------------------------------------------------**District implements and collects data for the next paired session**
» Connecting teacher growth to student achievement
» Observers (district/school leaders,
instructional coaches, teacher
leaders)
» Formative and summative assessments
» Teachers invited
Day 5
Day 6
» Using iObservation reports to connect teacher growth and student
achievement data
» Advance collaboration features in iObservation to sustain professional
learning communities
» Observers (district/school leaders,
instructional coaches, teacher
leaders)
Professional Development Options for Participation
1. On-site Experience
Participate in all 6 professional development days on-site, in-person with professional developer(s)
2. Online Experience
Participate in all 6 professional development days virtually through online courses
3. Blended On-site and Online, Track A
Participate in days 1, 3, and 5 on-site, in-person with professional developer(s)
Participate in days 2, 4, and 6 virtually through online courses
4. Blended On-site and Online, Track B
Participate in days 1, 3, and 5 virtually through online courses
Participate in days 2, 4, and 6 on-site, in-person with professional developer(s)
*The Leaders of Learning Program may be used in conjunction with other
Collection components or independently.
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Marzano Collection Tools
Marzano Collection:
Library of Online Resources
Dr. Marzano’s Library of Online Resources contains a growing collection of short professional
development items that educators can use for on-demand learning and continuous instructional
improvement. The Marzano Library is a dynamic database that continues to grow with the most
current research discoveries. As Dr. Marzano continues his research exploration, the Marzano
Library will continue to expand with additional resources based on his findings.
The Marzano Library offers differentiated, on-demand professional development for teachers.
» Access the online library 24/7 for maximum convenience
» Offer flexibility without interrupting teachers’ classroom instructional time
» Provide research-based professional development experiences without incurring travel costs
» Feature items that are short but targeted to address teachers’ growth needs
» Support continuous improvements in instructional practice
» Continue to grow with Dr. Marzano’s latest research
Items in the Library include:
» Video interviews of Drs. Robert Marzano and Debra Pickering
» Professional articles and readings with reflection activities
» Exemplary videos of best practices within the appropriate lesson segments
» Short professional development modules
» Sample lesson plans
» Student work examples
Connection to the Marzano Art & Science of Teaching
Observation and Feedback Protocol
Items in the Marzano Library are available as professional development resources for teachers.
Each item is connected to the appropriate strategies in the Marzano Art & Science of Teaching
Observation and Feedback Protocol. As the Marzano Protocol reveals strength and weakness
areas of each teacher, iObservation, the electronic growth platform, automatically recommends
appropriate resources from the Marzano Library that teachers can use to support improvements
and growth in their targeted need areas.
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- 15 -
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Marzano Collection:
Online Program to Support Effective Teaching
Designed by Dr. Robert Marzano, the Program to Support Effective Teaching incorporates the
most current research and practices for highly effective classroom instruction, specifically around
the use of research-based strategies within the appropriate part of a lesson to produce the
greatest gains in student learning. The program is available through online courses or in-person
sessions.
Dr. Robert Marzano emphasizes that there are no high-yield instructional strategies; there are
only high-probability strategies. The simple presence or absence of an instructional strategy
does not define effectiveness, but it is rather the teacher’s expertise in adapting that strategy
to the classroom within the context of a lesson that produces gains in student achievement.
This competency-based and performance-based program of study provides job-embedded
professional development experiences for teachers with relevant activities that allow them to
apply their learning directly in the classroom with students.
The program features articles with audio recordings, teaching and learning guides, assessments,
classroom look-fors, modeling videos, and instructional tools along with job-embedded action
research projects that connect teacher performance to student achievement results. Teachers
engage in continuous discussions and collaborate with colleagues around their work, sharing
evidences of effective use of an instructional strategy to produce documented student
achievement gains.
Completion of the series earns teachers a Certificate of Completion awarded by the National
Institute for Professional Practice.
Connection to the Marzano Art & Science of Teaching
Observation and Feedback Protocol
The program is aligned to the instructional strategies featured in the Marzano Art and Science of
Teaching Observation and Feedback Protocol. It provides detailed treatment of the strategies to
help teachers gain a better understanding of unit planning and instruction within the context of
a lesson in the Art and Science of Teaching framework. Strategies presented within the coherent
model of instruction help teachers make informed instructional decisions focused on impacting
student achievement.
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Marzano Collection Tools
Program of Study
This Program of Study includes eight online courses. Each course provides related content that may be
covered in three to six in-person sessions. Courses in this program of study may also be taken for graduate
credit earned towards a Master of Science in Education: Major in the Art and Science of Teaching.
Foundations of the Art and Science of Teaching
»» Introduces the 10 design questions and lesson segments of the Art and Science of Teaching
»» Articulates the impact of using research-based instructional strategies within the appropriate lesson segments to produce gains in student
achievement
»» Identifies characteristics of highly effective teachers
»» Communicates the importance of ongoing action research
»» Presents the Marzano Art & Science of Teaching Observation and Feedback Protocol as a means to determine instructional effectiveness
Establishing Learning Goals to Support Learning and Instructional Design
»» Review of lesson segments addressing content
»» Applying the Marzano Art & Science of Teaching Observation and Feedback Protocol in iObservation with hands-on practice
»» Walk-through as professional development design
»» Focus vs. unfocused observations
Monitoring and Measuring Student Progress
»» Defines formative assessments and standards-based reporting to track student progress toward learning goals
»» Provides effective feedback strategies to help students achieve focused learning goals
»» Analyzes the differences between formative and summative assessments
»» Offers ways to report student progress that is consistent with standards-based systems
Actively Processing New Content
»» Develops skills for teaching critical input lessons and helping students actively process new knowledge
»» Introduces strategies in previewing content, small group organization, chunking information, questioning, and nonlinguistic representations of
learning within the context of Lesson Segments Addressing Content
»» Helps teachers guide their students through meaningful reflection about their learning goals
Extending Student Learning
»» Engages strategies to help students extend and apply their newfound understanding
»» Discusses classroom activities that examine similarities and differences, identifying errors in thinking, cooperative learning techniques, and
homework that aligns with learning goals
»» Provides strategies to help students generate and test hypotheses
Designing Instruction for Student Engagement
»» Emphasizes the need for constant awareness of student engagement
»» Provides strategies to maximize student participation and techniques to re-energize disengaged students
Creating an Effective Classroom Environment
»» Examines classroom routines and procedures that ensure a positive and appropriate classroom climate
»» Provides techniques to recognize student adherence to rules and procedures
»» Helps teachers design and implement an overall classroom disciplinary plan
Developing Relationships and High Expectations for Student Learning
»» Provides strategies to build a culture of cooperation and mutual respect
»» Helps teachers incorporate student interest with content to personalize learning activities
»» Demonstrates how to project emotional objectivity and maintain consistent demeanor in the classroom
»» Surfaces the hidden dynamics of personal beliefs and expectations and their impact on instruction, and ultimately student-teacher relationships
and student achievement
*The Program to Support Effective Teaching may be used in conjunction with
other Collection components or independently.
iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
- 17 -
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
The Marzano Collection:
Master of Science in Education:
Major in the Art and Science of Teaching
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Marzano Collection Tools
Marzano Collection:
Master of Science in Education: Major in the Art and Science of Teaching
The Master of Science in Education: Major in the Art and Science of Teaching is the only Master’s degree
designed by Dr. Robert Marzano and incorporates his most current research on effective instructional
practices that produce gains in student achievement. This 30-credit competency-based and performancebased graduate program redefines the meaning of effective instruction for teachers through the lens of
impacting student achievement. The guiding principle of the program is whether students are learning
what is being taught, not whether teachers are implementing the instructional strategies. Teachers gain
knowledge of research-based instructional strategies within the context of lesson segments in order to make
better-informed decisions during unit planning and lesson delivery.
Graduate courses feature printable articles with audio recordings, teaching and learning guides, assessments,
classroom look-fors, modeling videos, and instructional tools along with job-embedded action research
projects that connect teacher performance to student achievement results. Teachers engage in continuous
discussions and collaborate with colleagues around their coursework, sharing evidences of effective use of
an instructional strategy to produce documented student achievement gains.
At the conclusion of each course, teachers demonstrate understanding of new knowledge through a
videotaped lesson of their instruction. The Master’s program offers research-based content in the study of
effective teaching while compelling teachers to produce evidence-based results through the learning of their
students.
The Marzano Degree instills fundamental pedagogical skills in teachers that will remain with them throughout
their entire careers.
Developing Expert Teachers as Designed by Dr. Robert Marzano
» Provide opportunities for deliberate practice and active engagement in the sharing of
knowledge with colleagues through a community of practice model
» Move understanding to application in the classroom through online discussions forums, action
research projects, written assignments, and job-embedded activities
» Use advance technological innovations to develop new capabilities and create new knowledge
leveraging research-based practices
» Allow teachers practice in the use of the Marzano Art & Science of Teaching Observation and
Feedback Protocol to self assess current levels and establish personal learning goals for the series
» Engage teachers in deliberate examination of instructional practices, taking into account prior
knowledge and experience to focus on areas of strength and weakness
» Compel teachers to reflect on beliefs, expectations, and conceptions about teaching and
learning and how these factors impact their instructional practices
» Offer access to exemplary classroom videos of teachers making moment-by-moment
adaptations regarding the use of specific strategies within the context of lesson segments
» Call for a program that is both competency-based (demonstrate skillful implementation of
strategies) and performance-based (document corresponding gains in student achievement)
» Require video submissions with analyses and reflections of teachers’ own classroom to
demonstrate skills
» Benefit from mentor facilitators who are experienced and accomplished to offer continuous,
individualized support and feedback
iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
- 19 -
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
National Institute for Professional Practice
The Master of Science in Education: Major in the Art and Science
of Teaching degree is awarded by Wilkes University and the
National Institute for Professional Practice.
The National Institute for Professional Practice is an academic institution that offers performance-based graduate
education and awards graduate degrees to educators nationwide through its partnership with Wilkes University.
Its faculty members are skilled teachers with classroom experience as well as advanced degrees, well-qualified
to provide facilitation and coaching services to graduate degree candidates. The National Institute offers a fully
dedicated staff to provide personalized services and individualized support to all learners.
The National Institute is partnered with middle states accredited Wilkes University, a
private institution with a rich history of prestige and honor. With a campus located
in northeastern Pennsylvania, its graduate learners represent a diverse population of
educators from across the nation.
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Marzano Collection Tools
Graduate Program Services from the National Institute for Professional Practice
»» Learners (teachers) are grouped in small cohorts of approximately 10 members
»» Each cohort is paired with a graduate facilitator, who is able to offer individual attention and
support throughout the course
»» Graduate credits are granted upon successful completion of each course
»» Successful completion of all courses results in the Master of Science in Education: Major in the
Art and Science of Teaching
Program of Study
Courses in this program of study may also be taken for graduate credit earned towards a
Master of Science in Education: Major in the Art and Science of Teaching.
Foundations of the Art and Science of Teaching (3 credits)
»» Introduces the 10 design questions and lesson segments of the Art and Science of Teaching
»» Articulates the impact of using research-based instructional strategies within the appropriate lesson segments to produce gains in
student achievement
»» Identifies characteristics of highly effective teachers
»» Communicates the importance of ongoing action research
»» Presents the Marzano Art & Science of Teaching Observation and Feedback Protocol as a means to determine instructional
effectiveness
Establishing Learning Goals to Support Learning and Instructional Design (3 credits)
»» Addresses design questions that are routine segments of every lesson
»» Differentiates between learning goals, activities, and assignments
»» Provides framework for designing and implementing challenging but attainable goals to maximize student learning
»» Secures foundational content on which subsequent courses build
Monitoring and Measuring Student Progress (3 credits)
»» Defines formative assessments and standards-based reporting to track student progress toward learning goals
»» Provides effective feedback strategies to help students achieve focused learning goals
»» Analyzes the differences between formative and summative assessments
»» Offers ways to report student progress that is consistent with standards-based systems
Actively Processing New Content (3 credits)
»» Develops skills for teaching critical input lessons and helping students actively process new knowledge
»» Introduces strategies in previewing content, small group organization, chunking information, questioning, and nonlinguistic
representations of learning within the context of Lesson Segments Addressing Content
»» Helps teachers guide their students through meaningful reflection about their learning goals
Extending Student Learning (3 credits)
»» Engages strategies to help students extend and apply their newfound understanding
»» Discusses classroom activities that examine similarities and differences, identifying errors in thinking, cooperative learning
techniques, and homework that aligns with learning goals
»» Provides strategies to help students generate and test hypotheses
iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
- 21 -
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Program of Study (Cont’d)
Designing Instruction for Student Engagement (3 credits)
» Emphasizes the need for constant awareness of student engagement
» Provides strategies to maximize student participation and techniques to re-energize disengaged students
Creating an Effective Classroom Environment (3 credits)
» Examines classroom routines and procedures that ensure a positive and appropriate classroom climate
» Provides techniques to recognize student adherence to rules and procedures
» Helps teachers design and implement an overall classroom disciplinary plan
Developing Relationships and High Expectations for Student Learning (3 credits)
» Provides strategies to build a culture of cooperation and mutual respect
» Helps teachers incorporate student interest with content to personalize learning activities
» Demonstrates how to project emotional objectivity and maintain consistent demeanor in the classroom
» Surfaces the hidden dynamics of personal beliefs and expectations and their impact on instruction, and ultimately student-teacher
relationships and student achievement
Applying the Art and Science of Teaching (6 credits)
» Synthesizes the program through a formal action research project where teachers will:
• Identify the focus and learning goals for a unit of instruction
• Plan for the different lesson segments (routines, content, and enacted on the spot)
• Review and reflect daily on their performance relative to the critical characteristics of effective teaching
• Engage in action research to gather and analyze student evidence of achievement
• Adjust the implementation of instructional strategies using student evidence to enable all students to achieve
• Establish and participate in a professional learning community that can sustain after the completion of the program
• Document their own growth as a teacher through portfolio and video submissions of classroom instruction and student evidences
» Requires completion of a final paper
Free Advisement Package
To help teachers learn more about the MSEd: Major in the Art and Science of
Teaching, an Advisement Package is available with application and registration
information. Learn more at www.ProfessionalPractice.org or call 888.235.6555.
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Marzano Collection Tools
Key Skills and Results Gained
Course Title
Key Skills
Classroom Results
Foundations of the Art & Science of
Teaching (3 credits)
»» Self-reflection and analysis
»» Personal goal setting
Implement a research-based model of
instruction for lesson/unit planning and delivery;
understand connection to walkthroughs
using the Marzano Art & Science of Teaching
Observation and Feedback Protocol
Establishing Learning Goals to
Support Learning and Instructional
Design (3 credits)
»» Develop rigorous and
appropriate goals for each
student
»» Facilitate students to develop
learning goals
Students understand focused learning goals
and progress to maximize their learning and
success
»» Analyze and develop formative
and summative assessments
»» Design a system for tracking
students’ progress towards
learning
Students track learning goal progress
and success and demonstrate improved
understanding of new information
Actively Processing New Content
(3 credits)
»» Organize students into groups to
enhance active processing of
new content
»» Design lessons that present new
information in small chunks
Students demonstrate enhanced processing of
new content through descriptions, discussions,
and predictions
Extending Student Learning
(3 credits)
»» Organize students into groups to
enhance active processing of
new content
»» Design lessons that present new
information in small chunks
Students engage in a powerful learning
experience through questioning their own
predications and knowledge
Designing Instruction for Student
Engagement (3 credits)
»» Manage questions and response
rates to maximize student
participation and engagement
»» Engage your students in friendly
controversy
Students demonstrate maximized participation,
engagement, and enhanced performance
Creating an Effective Classroom
Environment (3 credits)
»» Manage questions and response
rates to maximize student
participation and engagement
»» Engage your students in friendly
controversy
Disruptive student behaviors decrease in the
classroom
Developing Relationships and High
Expectations for Student Learning
(3 credits)
»» Bring students’ interests into the
content and personalize learning
activities
»» Develop a culture of cooperation
and mutual respect in the
classroom
Positive student responses increase in the
classroom
Applying the Art & Science of
Teaching (6 credits)
»» Use student evidence to adjust
and implement instructional
strategies to enable all students
to achieve
»» Establish a professional learning
community that can sustain even
after the program is completed
Reflect upon knowledge acquired throughout
the program to develop a practicum applying
theory and practice directly into the classroom
Monitoring and Measuring
Student Progress (3 credits)
*The MSEd: Major in the Art and Science of Teaching is part of the Marzano Collection Connecting Teacher Growth to
Student Achievement. It may be used in conjunction with other Collection components or independently.
iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
- 23 -
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Recommended
Implementation Models
- 24 -
Marzano Collection Tools
Implementation Models
Differentiated, Coherent Professional Development
Linked to Student Gains
The Marzano Collection features
components that support the
differentiated professional development
needs of all members within the district.
Collection components are designed
to be integrated to create districtwide alignment across new teachers,
teacher leaders, experienced teachers,
coaches, instructional leaders, and
district leaders.
The Collection offers differentiated
professional learning pathways based
on individual growth needs, but all
grounded on the same foundational
model of instruction: the Marzano Art &
Science of Teaching Observation and
Feedback Protocol.
The Marzano Collection Components
Marzano Art & Science of Teaching
Observation and Feedback Protocol
Teacher
Leadership
Models 1Programs
Professional
Learning for
School and
District
Leaders
Induction
Experienced
Teachers
Teacher
Leaders
School & District
Leaders
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Leaders of Learning Program
Library of Online Resources
Program to Support Effective Teaching
MSEd: Major in the Art and Science of Teaching
Professional
Learning for
Teachers
Induction
Programs
iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
- 25 -
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
Year 1
Induction Programs for
New Teachers:
» Enrollment in MSEd Art and Science of Teaching
» Self, Mentor, and Student Feedback with the
Marzno Art & Science of Teaching Observation and
Feedback Protocol
» Principal Observations Formative and Summative
Induction
Programs
Professional
Learning for
Teachers
Year 2
» Continued Participation in MSEd Program
» Self, Mentor, and Student Feedback with the
Marzano Art & Science of Teaching Observation and
Feedback Protocol
» Principal Observations Formative and Summative
Professional
Learning for
School and
District
Leaders
Teacher
Leadership
Programs
Year 3
» Completion of MSEd Program
» Practicum incorporating Action Research linked to
Student Gains
Differentiated Professional Learning
Pathways for Experienced Teachers:
MSEd Art and Science of Teaching
» Self, peer, and student feedback
» Feedback from administrators and coaches
Program to Support Effective Teaching
Induction
Programs
Professional
Learning for
Teachers
» Self, peer, and student feedback
» Feedback from administrators and coaches
» Data linked to student gains
Participation in Virtual Learning
Communities
Professional
Learning for
School and
District
Leaders
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Teacher
Leadership
Programs
» Library of Online Resources
» Self, peer, and student feedback
» Feedback from administrators, coaches and
students
Marzano Collection Tools
Professional Learning for
Teacher Leaders:
Leaders of Learning Program
» Work as part of a leadership team with building and
district administrators
Induction
Programs
Professional
Learning for
Teachers
» 6 Day Professional Learning Program with ongoing
inquiry cycle using data from the Marzano Art &
Science of Teaching Observation and Feedback
Protocol
Additional Online Learning Options
» Library of Online Resources
Professional
Learning for
School and
District
Leaders
Teacher
Leadership
Programs
Professional Learning for School and
District Leaders:
» Self and Peer Observation with the Marzano Art
& Science of Teaching Observation and Feedback
Protocol
» Feedback from Building Administrator using the
Marzano Art & Science of Teaching Observation
and Feedback Protocol
Leaders of Learning Program
» 6 day professional learning program with job
embedded data inquiry cycle
» Incorporates Marzano Art & Science of Teaching
Observation and Feedback Protocol
Induction
Programs
Professional
Learning for
School and
District
Leaders
Professional
Learning for
Teachers
» Topics include: Building a Culture of Learning,
Inter-Rater Reliability, Data Reporting, and Effective
Feedback
Teacher
Leadership
Programs
iObservation and the National Institute for Professional Practice are registered trademarks of Learning Sciences International®
- 27 -
Contact Us
Visit www.iObservation.com/Marzano, email us at cs@iObservation.com,
or call us at (877) 411-7114 to:
» Learn more about the Marzano Collection, powered by iObservation
» Watch videos of Dr. Marzano
» Register for a live webinar with Dr. Robert Marzano, regularly updated with new and relevant
topics
» Schedule a demonstration of the iObservation platform and preview the 41 key strategies in the
Marzano Art & Science of Teaching Observation and Feedback Protocol
» Speak to a representative and obtain a quote
Visit www.ProfessionalPractice.org,
email grad_info@ProfessionalPractice.org,
or call (888) 235-6555 to learn more about
the Master of Science in Education: Major
in the Art and Science of Teaching
Marzano Collection
CONNECTING TEACHER GROWTH TO STUDENT ACHIEVEMENT
www.iObservation.com/Marzano