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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.

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.

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.

Capacity building is the focus of Pete Hall and Alisa Simeral's work, and their strategies are becoming the model for instructional coaching in schools across the country. The Reflective Educator Bundle contains one copy of Teach, Reflect, Learn and one copy of The Reflective Educator DVD. In Teach, Reflect, Learn, you'll find tool specifically made to enhance self-reflection of professional practice, including the Continuum of Self-Reflection and the Reflective Cycle. The Reflective Educator profiles teachers working with administrators and coaches to take charge of their professional growth and move along the path to excellence by becoming reflective practitioners.

Follow a group of teachers and administrators from two districts who come together to learn how the Understanding by Design framework can help them tackle the Common Core State Standards (CCSS). While the two groups are at different stages of Common Core standards adoption and readiness, they both find practical solutions using the work of Grant Wiggins and Jay McTighe. Through interviews, classroom scenes and segments drawn from a Wiggins and McTighe Common Core and UbD Framework seminar, you'll see how to read and interpret the CCSS document, use the UbD template to unpack the CCSS, and bring CCSS-relevant lessons to life in your schools.

This program focuses on how to analyse differentiated learning tasks, plan differentiated lessons, manage a differentiated classroom, and provide all students with the opportunity to learn as much as they can. Teachers in primary, middle, and secondary years settings demonstrate differentiation in their classes and, with expert Carol Ann Tomlinson, explain how to create a differentiated classroom. Differentiating Instruction examines how to create multiple avenues to learning that challenges all students in a mixed-ability classroom.

In every classroom there are students with a wide range of exceptionalities – students with one or more learning problems, students with different interests, students who are very advanced and students without a "label" but whose learning needs are just as unique. How can teachers face this challenge and meet such a variety of student learning needs? Help answer that question and maximise learning for all students with the common-sense approach featured in this new video series. Use the included DVD with the workshops in the accompanying Facilitator's Guide to take teachers inside primary, middle years and secondary classes to show how a differentiated approach can help teachers to maximise their abilities as educators.