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Based on the book Transforming School Culture: How to Overcome Staff Division, Second Edition by Anthony Muhammad, this unscripted video workshop explores a powerful framework for understanding school culture and turning toxic cultures into healthy ones. In the video, Muhammad describes the underlying tensions that impact culture among four different groups of educators in a school: The Believers, the Tweeners, the Survivors and the Fundamentalists. It includes a 72-minute DVD, a 40-page facilitator's guide in print and on CD, and a copy of the book Transforming School Culture: How to Overcome Staff Division, Second Edition.

As a companion to Robert J. Marzano's The New Art and Science of Teaching, this video workshop shows master teachers in real classrooms applying the research-based framework that has proven successful. The New Art and Science of Teaching framework identifies ten design areas within three categories of teaching, that form a road map for F-12 teachers' lesson and unit planning. F-12 teachers and administrators can view this video workshop independently or use it with the facilitator's guide to provide two half-day workshops or one full-day workshop. It includes one seventy-two minute DVD, a twenty-four-page facilitator's guide in print and on CD, and a copy of the book The New Art and Science of Teaching.

To address students’ behavior and academic challenges, Mike Mattos and Austin Buffum developed the pro-solve process. As seen in the video, the three tiers of response to intervention (RTI) best help students from falling behind in their learning. The thoughtfully adapted RTI at Work™ pyramid, aligned with the PLC at Work™ framework, makes individual students the focus of multi-tiered school interventions. RTI at Work™ is accomplished through the four Cs: collective responsibility, concentrated instruction, convergent assessment, and certain access.

Expanding on the book Deep Discourse, this video workshop shows real students and real classrooms in action. Ideal for K–12 teachers, principals, literacy leaders, and district administrators, the DVD explores the student-led discussion framework and demonstrates how to use it at any grade level to ensure learners develop critical-thinking, problem-solving, and self-directed learning skills.

Discussion is the lifeblood of learning. And when it works, classrooms come alive. Students are engaged, ideas flow, and every voice is heard. Move students from passive participants to active meaning makers with Questioning for Classroom Discussion—Secondary.

Discussion is the lifeblood of learning. And when it works, classrooms come alive. Students are engaged, ideas flow, and every voice is heard. Move students from passive participants to active meaning makers with Questioning for Classroom Discussion - Elementary.

The New Art and Science of Teaching by Robert J. Marzano is more than a revision of The Art and Science of Teaching. It is a greatly expanded volume, offering a framework for substantive change based on Marzano's fifty years of education research and observation. In The New Art and Science of Teaching, Marzano identifies ten design areas within three categories of teaching - (1) feedback, (2) content and (3) context - that form a road map for F-12 teachers' lesson and unit planning. Also included in the series are The New Art and Science of Classroom Assessment, The New Art and Science of Teaching Writing and The New Art and Science of Teaching Reading - companion books that focus on improving students' literacy skills and showing teachers how to make the most of feedback.

What can you do to disrupt poverty in your school and turn it into a high-achieving school? We'll show you how in Disrupting Poverty in the Elementary School. Featuring William H. Parrett and Kathleen M. Budge, experts on school improvement, this DVD looks at elementary schools that are not only meeting the needs of impoverished students but pushing them to high achievement. Drawing upon their years studying high-poverty, high-performing schools, Parrett and Budge identify the common practices and structures that effective schools put into action as well as the unproductive processes these schools eliminate. 

The best way to implement the professional learning community (PLC) process is to develop the solid foundation necessary to support it. The foundation rests on four pillars: (1) mission, (2) vision, (3) values and (4) goals. The ultimate success of a school's or district's PLC implementation depends largely on the staff considering and building consensus around its response to key questions the pillars pose. In this 47-minute video, Rebecca DuFour and Richard DuFour first examine the four pillars. 

Based on Mike Mattos's 1-5-10 team-evaluation activity, this unscripted video will give your team the know-how to transition from a low- to high-performing team. Explore the three foundational elements to build strong teams: forming the right teams that share learning outcomes, providing dedicated time to collaborate, and collaborating professionally. With Are We a Group or a Team? you will gain advice from real PLC teams that identify the key elements of a high-performing team; access practical activities and tools necessary to improve team function and collaboration; explore the process for creating a 10 Team through activities provided in the Facilitator's Guide; and weave the short format into your busy schedule and view the video all at once, alone, or with a team.

This video program, based on the work of response to intervention (RTI) expert Mike Mattos, demonstrates exactly how a secondary school can create and utilise a Tier 2 supplemental intervention period as a part of a master schedule. Appropriate for professional development in Years 9-12, Making Time at Tier 2 can be viewed alone or used with the Facilitator's Guide to provide one half-day workshop. It includes 12 segments totalling 49 minutes in length on DVD and a 40-page Facilitator's guide in print and on CD.