Coaching Classroom Instruction, Aug/2012

A must-have resource for coaches, leaders, and teams, this book covers approaches for boosting professional growth and macrostrategies that are responsive to student needs. Learn how to offer targeted feedback to teachers, empowering them to identify how they can improve their knowledge and skill. Step-by-step guidelines will help teachers increase their performance on the 280 research-based strategies from Becoming a Reflective Teacher.

Combine this leader resource with its teacher companion—Becoming a Reflective Teacher—in our special two-book set as Classroom Strategies for Cultivating Teacher Effectiveness.

1. Learn how coaches can help K–12 teachers employ the 41 elements of effective teaching in their classrooms using over 280 research-based strategies.
2. Explore research, teacher actions, desired student responses, extra support/scaffolding, and extensions for each of more than 280 strategies.
3. Examine various ways schools and districts can provide coaching to teachers.

About The Authors:
Robert J. Marzano is the cofounder and CEO of Marzano Research Laboratory 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 bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.

Julia Simms is Director of Publications for Marzano Research Laboratory. She has worked in K-12 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 school-wide differentiation, and instructional technology. She received her bachelor's degree from Wheaton College in Wheaton, Illinois, and her master s degrees in educational administration and K-12 literacy from Colorado State University and the University of Northern Colorado, respectively.