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Leading the Evolution

Move beyond the existing model of schooling toward a personalized competency-based approach to drive transformational change. Connect educational leadership, student engagement, and teacher optimism to support academic achievement.

Benefits

  • Understand the current state of education and why changing it is imperative. Identify the leadership behaviors that lead to the organizational and cultural shift necessary to transform the current education paradigm.
  • Consider in detail all three points of the evolutionary triad: transformational instructional leadership, teacher optimism, and student engagement.
  • Examine the central focus of the evolutionary triad: personalized, competency-based education.
  • Explore leadership practices that support successfully implementing the evolutionary triad and learning competencies in schools.

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Leading the Evolution

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Table of Contents

Chapter 1: Foundations for Evolution
Chapter 2: The Transformational Instructional Leader
Chapter 3: The Optimistic Teacher
Chapter 4: The Engaged Student
Chapter 5: The High-Impact School

Study Guide

Suggested Resources

BOOKS

  • DeLorenzo, R. A., Battino, W. J., Schreiber, R. M., & Carrio, B. G. (2009). Delivering on the Promise: The Education Revolution. Bloomington, IN: Solution Tree Press.
  • DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington, IN: Solution Tree Press.
  • DuFour, R., DuFour, R., Eaker, R., & Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
  • DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: Solution Tree Press.
  • Heflebower, T., Hoegh, J. K., & Warrick, P. (2014). A School Leader’s Guide to Standards-Based Grading. Bloomington, IN: Marzano Research.
  • Iberlin, J. M. (2017). Cultivating Mindfulness in the Classroom. Bloomington, IN: Marzano Research.
  • Lindsay Unified School District. (2017). Beyond Reform: Systemic Shifts Toward Personalized Learning. Bloomington, IN: Marzano Research.
  • Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Research.
  • Marzano, R. J. (2012). Becoming a Reflective Teacher. Bloomington, IN: Marzano Research.
  • Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
  • Marzano, R. J. (2018). Making Classroom Assessments Reliable and Valid. Bloomington, IN: Solution Tree Press.
  • Marzano, R. J., Heflebower, T., Hoegh, J. K., Warrick, P., & Grift, G. (2016). Collaborative Teams That Transform Schools: The next step in PLCs. Bloomington, IN: Marzano Research.
  • Marzano, R. J., & Marzano, J. S. (2015). Managing the Inner World of Teaching: Emotions, Interpretations, and Actions. Bloomington, IN: Marzano Research.
  • Marzano, R. J., Norford, J. S., Finn, M., & Finn, D., III. (2017). A Handbook for Personalized, Competency-Based Education. Bloomington, IN: Marzano Research.
  • Marzano, R. J., Warrick, P., & Simms, J. A. (2014). A Handbook for High Reliability Schools: The Next Step in School Reform. Bloomington, IN: Marzano Research.
  • Marzano, R. J., Yanoski, D. C., Hoegh, J. K., & Simms, J. A. (2013). Using Common Core Standards to Enhance Classroom Instruction and Assessment. Bloomington, IN: Marzano Research.
  • Muhammad, A. (2018). Transforming School Culture: How to Overcome Staff Division (2nd ed.). Bloomington, IN: Solution Tree Press.
  • Spencer, J. (2017). Making Learning Flow. Bloomington, IN: Solution Tree Press.

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