Learn how to promote teacher, student, and collective efficacy
Teachers are a school’s greatest resource. Excellent teachers make excellent schools. Leading Impact Teams taps into the scheduled team planning time every school already has, and repurposes it in a model that provides the processes needed to build teacher expertise and increase student learning. The model combines two existing practices, formative assessment and collaborative inquiry, and promotes a school culture in which teachers and students are partners in learning. Readers will learn how to:
- Build a culture of efficacy
- Take collective action
- Embed student-centered assessment in the classroom culture
- Clarify learning goals for success
- Leverage progressions of learning for “just right” instruction
- Utilize evidence-based feedback
|Edition description:||New Edition|
|Product dimensions:||7.00(w) x 9.90(h) x 0.70(d)|
About the Author
Dr. Paul Bloomberg is the founder and Chief Learning Officer for the Core Collaborative, a professional learning network that specializes in student-centered approaches to learn¬ing. Paul is the co-author of Leading Impact Teams: Building a Culture of Efficacy published by Corwin Press. He is also national Author Consultant for Corwin Professional Learning and is a North American Visible Learning consultant for John Hattie. In addition, Paul serves on the advisory board for Spiire, a network made up of individuals, coaches and thought leaders committed to growing the potential of LGBTQI community. Prior to founding The Core Collaborative, he was the former director of TIDES (Transformative Inquiry Design for Effective Schools &Systems), a nonprofit in San Diego focusing on inquiry-based learning. Paul is a former principal and instructional leader and has directly supported multiple, successful school turn-around and school innovation efforts nationally. Paul also served as a Distinguished Professional Development Associate for the Leadership &Learning Center, founded by Douglas Reeves. Paul’s passion is partnering with professional learning teams and sys¬tems in an effort to empower ALL students to take ownership of their learning. He is deeply committed to enhancing student success and believes that we all share in the responsibility for equity and diversity. Paul resides in San Diego with his husband Tony and his two sons, Alex and Taylor.
Barb Pitchford is a national consultant focusing on leadership for school improvement. During her 30 plus years in public education, Barb has worked at all school levels – high, middle, and elementary – as a teacher, counselor, and administrator. For the past 10 years Barb has worked as a professional learning consultant specializing in powerful and practical leadership for improved learning for both students and teachers. Currently, Barb works with Corwin Press as a consultant teaching, coaching and consulting on John Hattie’s Visible Learning work, Leading Impact Team, and is the Executive Director of Professional Learning and co-founder of The Core Collaborative. Barb’s passion is supporting schools to use their greatest resource - their teachers, to build knowledge, skills, and confidence to ensure success for both students and teachers. Based on research around collaboration and formative assessment, Barb specializes in developing Impact Teams to improve teacher expertise and increase student achievement.
Table of Contents
ForewordAcknowledgmentsAbout the AuthorsIntroduction1. Defining Impact Teams The What: Refocusing PLCs The Why: The Power of Efficacy The How: The Steps to Success2. Building a Culture of Efficacy The What: The Four Sources of Efficacy The Why: Research and Reasons The How: Planning for Efficacy Nutshell Check-In3. Teaming to Learn The What: Teaming to Learn The Why: Research and Reasons The How: Architecture of The Impact Team Model The Learning Network The Process: Eight Purposeful Protocols The Structure Nutshell Check-In4. Strengthening Student Efficacy: The Formative Assessment Process in Action The What: Formative Assessment Process Unpacked The Why: Research and Reasons The How: Three Purposeful Protocols Evidence • Anaylsis • Action (EAA) in the Classroom Lesson Study Protocol Lesson Study in Action Microteaching Protocol Microteaching in Action Nutshell Check-In5. Equitable, Viable, and Coherent Curriculum: Creating Context for Efficacy The What: Equity, Viability, and Coherence The Why: Research and Reasons The How: Six Steps Unpacking for Success in Action Calibration in Action Nutshell Check-In6. Evidence to Inform and Act The What: Quality Evidence The Why: Research and Reasons The How: Four Purposeful Protocols EAA Team Meeting Protocol Check-In and Case Study Evidence Walk Nutshell Check-In7. Leading Model Teams The What: Leading for Change The Why: Research and Reasons The How: The Model Teams Approach Nutshell Check-In Case StudyAppendicesAppendix A- Purposeful Protocols EAA Impact Team Meeting Protocol Check-In and Case Study Protocol Lesson Study Protocol Microteaching Protocol Calibration Protocol Evidence Walks Protocol Unpacking for Success Protocol Evidence • Analysis • Action Classroom Protocol Ladder of Feedback Classroom Protocol Planning Frames for Student Peer ReviewAppendix B- Math Unpacking ExampleAppendix C- Formative Assessment Examples Claim • Evidence • Reasoning (CER) Linear Equations Example Constructing Viable Arguments in Mathematics Reading Anchor 2 • Informative Story Retelling Rubric (RL.1.2) BEAST World History Writing Rubric U.S. HistoryAnalysis of a Political CartoonStudent Growth RubricAligned to CCSS Literacy StandardsAppendix D- Evidence • Analysis • Action (Team Meeting) ResourcesAppendix E- Impact Team CyclesAppendix F- Impact Teams Pre-AssessmentAppendix G- Team Trust SurveyAppendix H- Impact Teams Implementation RubricsReferences and Further ReadingIndex