Leading Impact Teams: Building a Culture of Efficacy / Edition 1

by Paul J. Bloomberg, Barb Pitchford

Overview

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

Product Details

ISBN-13:	9781506322674
Publisher:	SAGE Publications
Publication date:	10/19/2016
Edition description:	First Edition
Pages:	240
Sales rank:	402,559
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

Foreword
Acknowledgments
About the Authors
Introduction
1. Defining Impact Teams
The What: Refocusing PLCs
The Why: The Power of Efficacy
The How: The Steps to Success
2. Building a Culture of Efficacy
The What: The Four Sources of Efficacy
The Why: Research and Reasons
The How: Planning for Efficacy
Nutshell
Check-In
3. 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-In
4. 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-In
5. 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-In
6. 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-In
7. Leading Model Teams
The What: Leading for Change
The Why: Research and Reasons
The How: The Model Teams Approach
Nutshell
Check-In
Case Study
Appendices
Appendix 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 Review
Appendix B- Math Unpacking Example
Appendix 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. History—Analysis of a Political Cartoon—Student Growth Rubric—Aligned to CCSS Literacy Standards
Appendix D- Evidence • Analysis • Action (Team Meeting) Resources
Appendix E- Impact Team Cycles
Appendix F- Impact Teams Pre-Assessment
Appendix G- Team Trust Survey
Appendix H- Impact Teams Implementation Rubrics
References and Further Reading
Index

Editorial Reviews

"This will be a great book with which to implement “Impact Teams” in school districts! The ideas are easy to follow and teachers will be given strategies to use that will enhance student learning. "

Susan E. Schipper

"Leading Impact Teams offers a great blend of rationale, research, and doable application. Effectively organized in a recurring format that includes the what, why, and how of the topic in focus, each chapter concludes with a nutshell summary, a check-in reader assessment and related implementation activity, along with teacher-voice tips and testimonials in print and video formats. What’s unique and noteworthy in this book is its powerful set of collaborative protocols focused on evidence, analysis, and action that puts students at the center of the teaching and learning process. This clearly reflects the authors’ stated ultimate goal: ‘for students to be able to independently assess their own learning.' "

Larry Ainsworth

"At its compelling core Leading Impact Teams is about intentionally creating, growing, and nurturing interdependent systems of support and collaboration. This message is more critical than ever given need to fundamentally rethink how we approach education in support of student centered approaches. Leading Impact Teams offers one of the most thoughtful, powerful, and purposeful books in a long time that holds the potential to both catalyze and transform educational systems. Through an immensely enjoyable read, Bloomberg and Pitchford provide an accessible and easy-to-follow roadmap to the complex journey of building efficacy and teams. This book is a must read for educators and policy makers who are committed to bringing out the best in systems, students, and communities."

Alan J. Daly