"The Marzano High Reliability Schools™ framework does not add a new initiative to school efforts. Many schools are already implementing a wide range of effective initiatives, and many educators are already practicing research-based strategies. The HRS framework does not replace professional learning communities, the Art and Science of Teaching framework, teacher evaluation and development, sound curriculum, Science of Reading, instruction in critical thinking and reasoning skills, formative assessment, standards-based grading and reporting systems, or student mastery systems.
Instead, this framework shows how best practices work together and provides indicators to empower districts and schools to measure their progress on attaining five increasing levels of reliability: Using the framework and indicators, districts and schools can drive permanent, positive, and significant impacts on student achievement by synthesizing multiple complex initiatives into one harmonious system."
Level 2: Effective Teaching in Every Classroom
Level 3: Guaranteed and Viable Curriculum
1.1 - The faculty and staff perceive the school environment as safe and orderly.
1.2 - Students, parents, and the community perceive the school environment as safe and orderly.
1.3 - Teachers have formal roles in the decision-‐making process regarding school initiatives.
1.4 - Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.
1.5 - Teachers and staff have formal ways to provide input regarding the optimal functioning of the school.
1.6 - Students, parents, and the community have formal ways to provide input regarding the optimal functioning of the school.
1.7 - The success of the whole school, as well as individuals within the school, is appropriately acknowledged.
1.8 - The fiscal, operational, and technological resources of the school are managed in a way that directly supports teachers.
2.1 - The school leader communicates a clear vision as to how instruction should be addressed in the school.
2.2 - Support is provided to teachers to continually enhance their pedagogical skills through reflection and professional growth plans.
2.3 - Predominant instructional practices throughout the school are known and monitored.
2.4 - Teachers are provided with clear, ongoing feedback on their pedagogical strengths and weaknesses that is based on multiple sources of data and is consistent with student achievement data.
2.5 - Teachers are provided with job‐embedded professional development that is directly related to their instructional growth goals.
2.6 - Teachers have opportunities to observe and discuss effective teaching.
3.1 - The school curriculum and accompanying assessments adhere to state and/or national standards.
3.2 - The school curriculum is focused enough that it can be adequately addressed in the time available to teachers.
3.3 - All students have the opportunity to learn the critical content of the curriculum.
3.4 - Clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level.
3.5 - Data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals.
3.6 - Appropriate school‐and classroom‐level programs and practices are in place to help students meet individual achievement goals when data indicate interventions are needed.
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