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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.

Based on the best-selling book of the same name by Jay McTighe and Grant Wiggins, this 45 minute video guides you through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Learn how to create a culture of inquiry so that all members of the educational community - student, teachers and administrators - benefit from the increased rigour and deepened understanding that emerge when essential questions become a guiding force for learners of all ages. See the process come to life with scenes from a seminar though by Wiggins and of teachers using essential questions in practice. In addition, McTighe and Wiggins provide expert commentary about their years of experience in schools exploring just what makes an essential question essential.

In this DVD, researcher and author Robert J. Marzano presents a framework for observing classroom instruction based on the questions and frameworks he first laid out in The Art and Science of Teaching. Marzano presents a detailed observation protocol and demonstrates how to use it, not only as a tool for analysing classroom instruction but also as a starting point to encourage professional dialogue among teachers. This is an essential tool for supervisors, administrators, coaches, and teacher leaders, and PLC's.

Ken O'Connor is an independent consultant who specialises in issues related to the communication of student achievement, especially grading and reporting. In this video presentation, Ken submits that traditionally, grading encourages competition rather than collaboration and results. In order to get grades that are accurate, meaningful, consistent and supportive of learning, he outlines eight fundamental grading guidelines that will move traditional grades to standards-based. He also details how to implement them and support your staff as they change their attitudes and approaches toward grading - particularly in the middle years and secondary school. Includes 99 minute-DVD with presentation and accompanying CD-ROM with presentation handouts and supporting resources.

In this video, author and educator Myron Dueck explains how assessment and grading policies can be tailored to focus on what really matters: student understanding of content. You'll visit a variety of secondary classrooms where teachers are using Dueck's practical strategies to assess and grade smarter, not harder. Rather than grading every assignment regardless of its purpose, the teachers organise lessons according to learning goals and identify clear levels of performance to keep the focus on learning. Smarter Assessment in the Secondary Classroom shows how well-planned and well-executed assessment and grading policies can contribute to, rather than impede, student achievement.

Teacher quality is the most significant variable in school improvement, and of all the things teachers can do to improve the quality of their teaching, formative assessment has been shown to provide the greatest impact. In Content, Then Process: Teacher Learning Communities in the Service of Formative Assessment (from the 2009 Annual Conference on Standards and Assessment in Las Vegas, Nevada), Dr Wiliam outlines a model to shift towards more formative assessment–based teaching practices by first addressing content (what needs to be changed) and then addressing the process to approach that change.