Leading a High Reliability School. Richard DuFour

Indicator 2.4

       Leading Indicator 2.5

       Leading Indicator 2.6

       Level 2 Transformations

       Conclusion

       Chapter 4

       Guaranteed and Viable Curriculum

       Leading Indicator 3.1

       Leading Indicator 3.2

       Leading Indicator 3.3

       Leading Indicator 3.4

       Leading Indicator 3.5

       Leading Indicator 3.6

       Level 3 Transformations

       Conclusion

       Chapter 5

       Standards-Referenced Reporting

       Leading Indicator 4.1

       Leading Indicator 4.2

       Level 4 Transformations

       Conclusion

       Chapter 6

       Competency-Based Education

       Leading Indicator 5.1

       Leading Indicator 5.2

       Leading Indicator 5.3

       Level 5 Transformations

       Conclusion

       Chapter 7

       District Leadership in High Reliability Schools

       Set Up Collaborative Teams for Building Leaders

       Focus on Critical Commitments in the HRS Model

       Establish District Roles for Each Level

       Celebrate Successes

       Conclusion

       Closing Thoughts: Rick DuFour’s Words

       Appendix

       Principal Collaborative Team Agenda From Clark-Pleasant Community School Corporation

       References and Resources

       Index

      About the Authors

      Robert J. Marzano, PhD, is the cofounder and chief academic officer of Marzano Research in Denver, Colorado. During his fifty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than forty books and two hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, A Handbook for Personalized Competency-Based Education, and Teacher Evaluation That Makes a Difference. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.

      Dr. Marzano received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.

      To learn more about Robert J. Marzano’s work, visit marzanoresearch.com.

      Philip B. Warrick, EdD, spent the first twenty-five years of his educational career as a teacher, assistant principal, principal, and superintendent and has experience in leading schools in the states of Nebraska and Texas. Dr. Warrick was named 1998 Nebraska Outstanding New Principal of the Year and was the 2005 Nebraska State High School Principal of the Year. He is a past regional president for the Nebraska Council of School Administrators (NCSA). He also served on the NCSA legislative committee. In 2003, he was one of the initial participants to attend the Nebraska Educational Leadership Institute conducted by The Gallup Corporation at Gallup University in Omaha. In 2008, Dr. Warrick was hired as the campus principal at Round Rock High School in Round Rock, Texas. In 2010, he was invited to be an inaugural participant in the Texas Principals’ Visioning Institute, where he collaborated with other principals from the state of Texas to develop a vision for effective practices in Texas schools.

      In 2011, Dr. Warrick joined the Solution Tree–Marzano Research team and now works as an author and global consultant in the areas of school leadership, curriculum, instruction, assessment, grading, and collaborative teaming. He earned a bachelor of science from Chadron State College in Chadron, Nebraska, and earned his master’s and doctoral degrees from the University of Nebraska-Lincoln.

      Cameron L. Rains, EdD, is the assistant superintendent of curriculum and instruction for Clark-Pleasant Community School Corporation. In this role, he is part of a team working to ensure that all students in the district learn at high levels. Previously, Dr. Rains served as a teacher and instructional coach, and he acquired almost ten years of administrative experience as a director of elementary education and director of curriculum and instruction.

      Dr. Rains is passionate about school and district leadership and applying research findings in the school environment. He coauthored an article on the importance of reading fluency for Reading and Writing Quarterly and is coauthor of the book Stronger Together: Answering the Questions of Collaborative Leadership. Dr. Rains also serves as a Marzano Research associate, where he delivers professional development on a wide range of topics across the United States.

      Dr. Rains earned a bachelor of science degree in elementary education and a master of science degree in educational leadership from Indiana University. He also holds an educational specialist degree and doctorate in educational leadership from Ball State University.

      To learn more about Cameron L. Rains’s work, follow him @CameronRains on Twitter.

      Richard DuFour, EdD, was a public school educator for thirty-four years, serving as a teacher, principal, and superintendent. During his nineteen-year tenure as both principal and superintendent at Adlai E. Stevenson High School in Lincolnshire, Illinois, Stevenson became one of only three schools in the nation to win the U.S. Department of Education Blue Ribbon Award on four occasions and the first comprehensive high school to be designated a New America High School as a model of successful school reform. Dr. DuFour received his state’s highest award as both a principal and superintendent.

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