Posters
Quick Draw
Reciprocal Teaching
Roundabout
Six- or Twelve-Word Summary
Teams Check
Three-Step Interview
Two Cents
Whip Around
Work Sample Review
Writing Tweets
Confidence Hand Responses
Muddiest Point
Parking Lot Tool
Send-a-Question
Signal Cards
Snowball
Tickets to Enter or Exit
About the Authors
Tammy Heflebower, EdD, is a highly sought-after school leader and consultant with vast experience in urban, rural, and suburban districts throughout the United States, Australia, Canada, Denmark, England, and the Netherlands. Dr. Heflebower has served as an award-winning classroom teacher, building leader, district leader, regional professional development director, and national and international trainer. She has also been an adjunct professor of curriculum, instruction, and assessment at several universities, and a prominent member and leader of numerous statewide and national educational organizations. Dr. Heflebower was the vice president and then senior scholar at Marzano Resources prior to becoming the CEO of her own company, !nspire Inc.: Education and Business Solutions. She also specializes in powerful presentation and facilitation techniques—writing and sharing them worldwide.
Dr. Heflebower is widely published. She is lead author of the award-winning book A School Leader’s Guide to Standards-Based Grading and the award-finalist book A Teacher’s Guide to Standards-Based Learning. She is coauthor of Collaborative Teams That Transform Schools: The Next Step in PLCs and Teaching and Assessing 21st Century Skills. She is a contributor to A Handbook for High Reliability Schools: The Next Step in School Reform, Becoming a Reflective Teacher, Coaching Classroom Instruction, The Highly Engaged Classroom, The Principal as Assessment Leader, The Teacher as Assessment Leader, and Using Common Core Standards to Enhance Classroom Instruction and Assessment. Her articles have been featured in Kappan, Educational Leadership, Diversity Journal, the Education Week blog, and the Nebraska Council of School Administrators Today.
Dr. Heflebower holds a bachelor of arts from Hastings College in Hastings, Nebraska, where she was honored as an Outstanding Young Alumna and her team was inducted into the hall of fame. She has a master of arts from the University of Nebraska Omaha. She also earned an educational administrative endorsement and a doctor of education in educational administration from the University of Nebraska–Lincoln.
Jan K. Hoegh has been an educator for thirty-plus years and an author and associate for Marzano Research since 2010. Prior to joining the Marzano team, she was a classroom teacher, buildinglevel leader, professional development specialist, assistant high school principal, curriculum coordinator, and most recently assistant director of statewide assessment for the Nebraska Department of Education, where her primary focus was Nebraska State Accountability test development. Ms. Hoegh has served on a variety of statewide and national standards and assessment committees and has presented at numerous conferences around the world.
As an associate with Marzano Resources, Ms. Hoegh works with educators across the country and beyond as they strive to improve student achievement. Her passion for education, combined with extensive knowledge of curriculum, instruction, and assessment, provides credible support for teachers, leaders, schools, and districts. A primary training focus for Ms. Hoegh is high-quality classroom assessment and grading practices. She is a coauthor of the books Collaborative Teams That Transform Schools (2016) and A School Leader’s Guide to Standards-Based Grading (2014), as well as other publications.
Ms. Hoegh holds a bachelor of arts in elementary education and a master of arts in educational administration, both from the University of Nebraska–Kearney. She also earned a specialization in assessment from the University of Nebraska–Lincoln.
To book Dr. Heflebower or Ms. Hoegh for professional development, contact pd@ SolutionTree.com.
Introduction
It was January. I had been in my role as an author and trainer at a renowned research company for three months, and I’d been asked to conduct my first keynote. The location—Montréal, Québec, where French is the primary language. I needed to learn not only about a new educational system but also about another country’s existing approach to my controversial topic of effective grading practices. During my keynote, I stood behind a podium, stiff and stern. I had memorized my presentation. In my delivery, I used limited inflection, my pacing was too fast, and I had to pause for the information to be interpreted and understood. There was no physical space for interactivity, so I aborted such infused experiences. The topic, a philosophical shift for the audience, was another hurdle. When my address was over, the audience was polite, yet I knew it certainly had not been a home run. Rather, it was maybe a dive into first base after a struggle at bat. Afterward, I reflected. I learned. I revised. I committed to getting better, much better.
Selling your ideas is grueling! Whether you are presenting to a board, a team, or your staff, during a teleconference, or at an informal gathering, conveying and selling a poignant, memorable message takes specific knowledge and skills. Do you know these skills? Do you have them? Whether you are interested in capitalizing your skills as an educational speaker (an instructional coach, principal, professional developer, or superintendent) or whether you are a professional from another field seeking to learn and enhance presentation and facilitation skills, this book is for you!
This resource presents the culmination of my key learnings over the course of two decades of full-time public speaking, including training and speaking engagements, both nationally and internationally. I have
