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Dr. Robert Marzano’s Online Master’s Degree

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The Masters of Education in the Art and Science of Teaching is a comprehensive master’s degree for teachers—practicing teachers. It’s the only master’s degree that I have ever designed. I’m sure it is the only master’s degree that I will ever design. I’m very excited about that because it’s comprehensive in its approach; we’re using the Art and Science of Teaching framework. We believe that is the most comprehensive framework that exists today. It’s based on research; it’s based on other peoples’ research, it’s based on our research, it’s designed specifically for the classroom teacher to help increase their pedagogical skill in such a way that enhances student achievement. It’s a rigorous program, rigorous in the sense that to complete the master’s degree you have to demonstrate competence in the strategies that are part of the model. You also have to demonstrate that students actually learn as a result of you using the strategies. I guess a good question is, why would somebody do that, because there are so many other masters programs—actually we believe this is the only masters program that requires that of students? I’ve always said, well maybe it’s not for everybody, but the ones for whom it makes sense, they’re going to really enjoy this, in terms of it’s really going to enhance their pedagogical skill. I’ve always believed that. I believe there’s a little more research on this, part of being satisfied as a human being—although that’s a very complex topic—but part of that is if during your life you pick something very complex and master that, have gotten really good at that, and obviously teaching is one of the more complex things or one of the most complex things that a person can select to do. Well, the intent of this master’s program is that if you go through it you will get better at teaching. And I will go as far to say you will begin to get to the higher echelons in terms of this very complex thing. Our goal is to have people come out as masters, hence the term master’s degree. But that takes energy, it takes rigor, and it takes what some people call deliberate practice—and deliberate practice is actually trying things out in the classroom. And that’s why we have this performance component.

So, I guess this is kind of a call to arms; if you want a master’s degree that requires the least of you, this is not the master’s degree. If you want a master’s degree that has a promise of enhancing your skill as a teacher and maybe even becoming an expert, and actually having evidence that your skill has increased and student achievement has increased, this absolutely is the degree for you. And I would assert you might look at that from the broader perspective, that this is an aspect of human satisfaction. You pick something complex and you get good at it, that’s going to be one of the greatest things you’ve done in your life. And you will wake up every day proud that you did that. I know people do not get into education because it’s the easy road; if you did, you picked the wrong thing. So why not deliver on the promise that sparked your interest at the very beginning, the promise of a rewarding profession where you help other people and the promise of taking on something very, very complex and developing skill or expertise at it?

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.