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Dr. Robert Marzano: “My Online Master’s Degree is a Dream Come True”

Video Transcript

I would like to take just a brief moment and thank Wilkes University and The National Institute for Professional Practice for partnering with Marzano Research Lab and my colleagues there, to develop Master of Education in the Art and Science of Teaching. It is really something; it’s a dream come true for me. When I had the chance to look into the caliber of the people at Wilkes University and The National Institute, I just thought, this is the perfect marriage. It’s probably one of the most exciting things that ever happened to me, to have a master’s degree that focuses on the framework that myself and my colleagues have put together, which we believe is a very strong framework that’s research-based and evidence-based. These are great folks, great institutions, and my personal thanks to both those organizations.

It’s a dream come true because for 30 years, 30-plus years, I have been looking at what the research tells us about good teaching, trying that out with teachers across the country, doing our own research on that, and I’ve come to the conclusion that we really do—we believe—that we do have a comprehensive model of what good teaching looks like. And that’s weighty enough or meaty enough to actually constitute a master’s degree. So, when I had the opportunity with Learning Sciences International, to put that master’s degree with Wilkes University—fine University, the master’s running through Wilkes—we are just really excited that we established this relationship. I just jumped at the chance, and the idea was I tried to create a master’s degree that I would have liked to have gone through as a teacher—one that was focused on the classrooms. As a matter of fact, in our master’s degree you have to have access to a classroom, to go through the master’s degree; it doesn’t have to be your classroom, per se ... in other words, you can be someone who has access to students, around whom you teach, around whom you can collect data, but that the focus is always on enhancing your pedagogical skill in such a way that enhances student achievement. We also built into it that as part of the master’s degree you have to demonstrate competence, which means you have to submit video tapes; you have to submit evidences of what students have learned, and you will get feedback on that.

So, I don’t believe that there is a master’s degree in the country that does that right now—again if there is a master’s, my apologies. We looked and I don’t think that exists. And it’s unified. In other words, you’re not going to get a little theory here and a little theory there; what you’re going to get is an approach, the Art and Science of Teaching, which we believe is a very robust and comprehensive approach. And the idea is that if people do this, this will enhance their pedagogical skills and student learning. Just the other day I had a principal ask—who I believe already had a master’s degree—I know that getting better at pedagogy would help me help teachers, would it make any sense for me, as an administrator, to take this master’s of arts and education? It kind of took me by surprise, but the answer is yes, anybody interested in pedagogy—now they have to have access to a classroom, that’s the important part—that might be something for them. So this suite puts it all together. If a school or district could say we have teachers that want to get advanced degrees, and maybe this is the vehicle we should use, and it filters all the way down ... so, we like to say we got the soup to nuts in terms of a district or school that wants to focus on good instruction. I think the suite is the vehicle that helps them do that.

Dr. Marzano Describes How to Use Student Data in Evaluations Dr. Marzano Describes How to Use Student Data in Evaluations Dr. Robert Marzano explains the role student achievement data should play for effective evaluations and teacher support. Dr. Marzano Outlines the Sources for Teacher Evaluation Data Dr. Marzano Outlines the Sources for Teacher Evaluation Data Dr. Robert Marzano lists the sources for data on teachers that should be part of a effective and accurate evaluation system. Dr. Marzano Asks, “Are Students Learning What Teachers are Teaching?” Dr. Marzano Asks, “Are Students Learning What Teachers are Teaching?” Dr. Marzano questions whether current student achievement data is an accurate reflection of instructional practices or teacher effectiveness. The Role of Deliberate Practice in Developing Expertise The Role of Deliberate Practice in Developing Expertise Dr. Marzano describes deliberate practice as more than just implementing an instructional strategy; it is creating a targeted focus on improving pedagogical skills with opportunities to receive feedback and observe exemplary models. Implementing Strategies to Get Student Gains Implementing Strategies to Get Student Gains Dr. Marzano notes that a teacher's use of research-based strategies does not automatically suggest that students have learned. In order to impact learning, teachers must track their own growth against gains observed in student performance. Dr. Marzano Explains the Need to Align Walkthroughs, Teacher Evaluations & Professional Development Dr. Marzano Explains the Need to Align Walkthroughs, Teacher Evaluations & Professional Development Dr. Marzano explains the most critical error hindering districts from their efforts to enhance teaching and learning: misaligned classroom walkthrough, teacher evaluation, and professional development. Dr. Marzano Describes 3 Phases in the Development of a District System Dr. Marzano Describes 3 Phases in the Development of a District System Dr. Marzano recommends phases in which districts can engage to support teachers to incrementally improve their teaching each year as it relates to student achievement. Why Most Classroom Walkthroughs are Ineffective Why Most Classroom Walkthroughs are Ineffective Dr. Robert Marzano reflects on limitations of most classroom walkthrough and teacher observation systems. Dr. Marzano Expresses Concerns About the Misuse of His Research with Walkthroughs Dr. Marzano Expresses Concerns About the Misuse of His Research with Walkthroughs Dr. Robert Marzano expresses concerns about the inaccurate association of his name with other classroom walkthrough and teacher observation systems. Announcing the Marzano Art & Science of Teaching Observation and Feedback Protocol Announcing the Marzano Art & Science of Teaching Observation and Feedback Protocol Dr. Robert Marzano explains why he is against classroom walkthrough systems that only focus on a narrow set of strategies and introduces his Art & Science of Teaching Observation and Feedback Protocol in iObservation. Looking Beyond High-Yield Strategies Looking Beyond High-Yield Strategies Dr. Robert Marzano recommends moving beyond a simple checklist of strategies to using high-probability strategies that reflect and honor the complexity of the teaching/learning process. Dr. Marzano Addresses the Critical Need for a Robust Model of Instruction Dr. Marzano Addresses the Critical Need for a Robust Model of Instruction Dr. Robert Marzano defines a robust and comprehensive model of instruction and suggests how districts can integrate his Observation and Feedback Protocol into their own existing models. Dr. Marzano Describes PLCs in iObservation Dr. Marzano Describes PLCs in iObservation Drs. Robert Marzano and Debra Pickering describe their excitement about the strength of iObservation in developing professional learning communities (PLCs). Fidelity of Program and Practice Fidelity of Program and Practice Dr. Robert Marzano defines the highest level of implementation in terms of how districts and educators can adapt programs and models to fit their contextual situation. Marzano Art & Science of Teaching Observation and Feedback Protocol in iObservation Marzano Art & Science of Teaching Observation and Feedback Protocol in iObservation Dr. Robert Marzano shares his excitement about synthesizing nearly 40 years of his research reflected through the Art & Science of Teaching Observation and Feedback Protocol in iObservation. Leadership with a Singular Focus on Instruction Gets Results Leadership with a Singular Focus on Instruction Gets Results Dr. Robert Marzano highlights what research tells us about effective district and school leadership practices that get results. Dr. Marzano Explains the Power of a Common Language of Instruction Dr. Marzano Explains the Power of a Common Language of Instruction Dr. Robert Marzano explains why a common language/model of instruction is the foundation for improving teaching and learning. Dr. Robert Marzano: “My Online Master’s Degree is a Dream Come True” Dr. Robert Marzano: “My Online Master’s Degree is a Dream Come True” Dr. Robert Marzano has developed a master's degree in the Art and Science of Teaching that he would have enjoyed experiencing himself as a teacher. Dr. Robert Marzano’s Online Master’s Degree Dr. Robert Marzano’s Online Master’s Degree Dr. Robert Marzano explains how his new online master's program can increase pedagogical skills in such a way that enhances student achievement and perhaps even personal satisfaction. Distinguishing Evidence from Research Distinguishing Evidence from Research Drs. Robert Marzano and Debra Pickering discuss the distinction between research-based theories, which are situational vs. evidence-based practices, which are contextual. Dr. Douglas Reeves Announces His Leadership Performance Matrix in iObservation Dr. Douglas Reeves Announces His Leadership Performance Matrix in iObservation Dr. Douglas Reeves explains his new vision for leadership assessment and coaching as presented in the Leadership Performance Matrix, powered by iObservation. He also shares key tips to improved leadership performance.