In his foundational book The Art & Science of Teaching, Dr Robert J. Marzano highlights well-researched practices educatorsuse to be truly effective in order to accomplish advances in student achievement. Through using Dr Marzano's methods, educators will learn which teaching strategies make the most difference in the classroom and how and when to use them.  At the Marzano Institute, Tammy Heflebower and Phil Warrick share their insights on incorporating quality classroom practices from the perspective of teacher and leader. Participants will leave the institute armed with practical strategies, effective solutions and concrete plans to implement within their school and classroom.

Throughout this two-day institute you will:

• Explore the research behind each Instructional Design Question
• Learn the science behind strategies that have a high probability of increasing student achievement.
• Discover 10 essential questions to guide lesson design
• Align effective lessons into cohesive units of study
• Gain practical strategies for implementing the 10 essential questions
• Learn how to use some of the 41 research based instructional strategies
• Discover how 'The Art & Science of Teaching' model can be used as a vehicle for teacher professional growth anddevelopment
• Discover how teacher instructional rounds can be used to enhance collaboration and improve pedagogical skills
• Learn how to use 'The Art & Science of Teaching' to develop a school-wide language of instruction

For two days, you will have the opportunity to access one of the most formative and dynamic presenters in the area of interventions and PLCs, Mike Mattos, and a special keynote presentation via video linkup from Dr Richard DuFour and Rebecca DuFour. For those just beginning to explore PLCs, this is an excellent way to build your knowledge base.

For those who are already involved in deep implementation, this institute is the perfect opportunity to revisit your mission, introduce new team members to the process, and get answers to new questions. As you delve deep into the three big ideas of a PLC—focus on learning, build a collaborative culture, and results orientation—you will gain speci?c, practical, and inspiring strategies for transforming your school or region into a place where intervention serves all students in their learning.

Being a PLC is not an end in itself, but a means to achieve high levels of learning for every child. Subsequently, measuring progress towards becoming a PLC must ultimately be judged by how effectively we answer the critical question: How will we respond when students don’t learn? Award winning Principal and author Mike Mike Mattos will discuss how the complimentary practices of PLCs and Response to Intervention create the cultural and structural conditions necessary to respond effectively when students don’t learn.

For two days, you will have the opportunity to access one of the most formative and dynamic presenters in the area of interventions and PLCs, Mike Mattos, and a special keynote presentation via video linkup from Dr Richard DuFour and Rebecca DuFour. For those just beginning to explore PLCs, this is an excellent way to build your knowledge base.

For those who are already involved in deep implementation, this institute is the perfect opportunity to revisit your mission, introduce new team members to the process, and get answers to new questions. As you delve deep into the three big ideas of a PLC—focus on learning, build a collaborative culture, and results orientation—you will gain speci?c, practical, and inspiring strategies for transforming your school or region into a place where intervention serves all students in their learning.

Being a PLC is not an end in itself, but a means to achieve high levels of learning for every child. Subsequently, measuring progress towards becoming a PLC must ultimately be judged by how effectively we answer the critical question: How will we respond when students don’t learn? Award winning Principal and author Mike Mike Mattos will discuss how the complimentary practices of PLCs and Response to Intervention create the cultural and structural conditions necessary to respond effectively when students don’t learn.