LEADING IMPACT TEAMS
Building a Culture
of Efficacy and Agency
Paul Bloomberg • Barb Pitchford
Forewords by Prof John Hattie and Prof Alan Daly
Organized by chapter, these tips and videos will enhance your journey with Leading Impact Teams. Click on a resource and it will open in a new browser tab.
Resources consist of PDFs, Microsoft Word templates, and
Want more? Check out Paul Bloomberg on the C3 Coaches podcast!
> Tip 2.1: Believing in yourself helps you achieve what you set out to do, and results in a healthier, more effective, and generally more successful life. Albert Bandura articulates his self-efficacy theory in the book Self Efficacy: The Exercise of Control.
> Tip 2.2: Check out chapter three in Amplify Learner Voice through Culturally Responsive Assessment. The authors recommend one-on-one interviews, focus groups, and engaging students in reflection about how they perceive themselves as learners.
> Tip 3.1: Read more about Google’s Project Oxygen study.
> Tip 3.2: In Video 3.1, Dr. Alan Daly describes the power and explains the importance of social networks in educational change.
> Tip 3.3: Co-Constructing Community Agreements: Marisol Quevedo Rerucha describes a process for codesigning core beliefs and collective agreements in chapter 3 of her book, Beyond the Surface of Restorative Practices. Chapter 3 of her book coaches Impact Teams, schools, and district stakeholders through an inside-out process that honor’s each person’s cultural identity. All stakeholders (families, students, and educators) co-design core beliefs and collective agreements, ensuring an inclusive climate and culture. When co-constructing beliefs and agreements with stakeholders, everyone must have the opportunity to express their agreement or disagreement. Marisol explains that this process takes time. She describes how frustrated you feel because you work against the clock. However, this work and time is well spent. People feel that you value them when you take their voices and input into consideration.
> Tip 3.4: Talk About Team Trust: Have your team take the team trust survey in the online appendix. Then discuss and acknowledge your greatest strengths and determine opportunities to enhance your relational trust.
Tip 3.5: Improve quality communication with these ed-tech tips:
• Consider using applications like Google Chat or Slack for more transparent, efficient, and reciprocal
communication. Many teams collaborate asynchronously, which works well with educators’ demanding schedules.
• Help parents partner with the school by offering virtual opportunities. Parents have hectic schedules and often they need help.
• Consider project management tools like Basecamp or Asana to support communication and team management.
Tip 4.2: Models of Success: Check out inquiry models of success from schools nationwide at the end of this chapter.
> Tip 4.3: Impact Teams rely on effective peer facilitation. The book Leading Powerful Professional Learning: Responding to Complexity with Adaptive Expertise by Le Fevre, Timperly, Tyford, and Ell provides easy-to-use, one-page deliberate acts of facilitation summaries.
> Tip 4.4: In Video 4.1, Dr. Brian Waterman, principal of Lyons Township High School, and Karen Raino, division chair, discuss the power of purposeful protocols that emphasize student learning during Impact Team meetings.
> Tip 4.5: Find templates for each protocol in the online appendix. You can access the Impact Team website for templates and tools to assist your team with planning and conducting a collaborative inquiry.
> Tip 5.1: Model of Success: It can be hard to visualize formative assessment. In video 5.1, first graders from P.S. 9 in Staten Island bring peer assessment to life. They used a Peer Assessment Rubric for bowling developed by their P.E. Teacher, Jason Ericson. Listen to principal Deanna Marco interviewing students about their learning.
> Tip 5.2: John Almarode and Kara Vandas wrote a fantastic book called Clarity for Learning: Five Essential Practices That Empower Students and Teachers. There are many examples showing how teachers use the formative assessment process in partnership with students.
> Tip 5.3: Success criteria changes the learner’s experience. Listen to how enthusiastically this third-grade student speaks about his clarity and confidence since he began using co-constructed success criteria.
> Tip 5.4: Model of Success: In video 5.3, 5th grade students are engaging in quality peer assessment using a summary learning progression. Their ICT (Integrated Collaborative Teaching) teachers, Lana Regenbogen and Gabriella Pasquale, recorded the video in the hallway during class at P.S. 5 in Staten Island, NY.
> Tip 5.5: Model of Success: Observe these fifth grade learners from P.S. 20, the Christy J. Cugini Port Richmond School, in District 31, Staten Island, New York, as they reflect on partnerships with supportive educators. (Video 5.4)
> Tip 5.6: To learn more about cultural and asset-based formative assessment, read Chapter 5 of Amplify Learner Voice through Culturally Responsive and Sustaining Assessment by our Core Collaborative team.
> Tip 5.7: Download and try this TAG asset-based peer feedback protocol.
> Tip 5.8: Starr is an author, blogger, and Core Collaborative Impact Team coach. She is committed to changing the way we do assessment, and you can read more in her book, Peer Feedback in the Classroom: Empowering Students to be the Experts.
> Tip 5.9: You can learn more about micro-teaching from the Center for Innovative Teaching and Learning at Northern Illinois University.
> Tip 6.4: Rigorous PBL viably closes opportunity gaps. The Project Habit, by Michael McDowell and Kelley Miller, describes 15 small shifts for busy teachers looking to enhance and innovate their practices. The shifts aim to ensure students establish agency, develop rigorous academic content knowledge and skills, and apply that learning to real-world problems. Use this link to access the 15 habits.
> Tip 7.1: Model of Success: Learn how K-8 Impact Teams used SEL evidence to cultivate healthy learning identities in their students from former Harlem K-8 principal Jeneca Parker.
> Tip 8.1: Learn more about organizational network mapping and our partnership with Professor Alan Daly in video 8.1.
> Tip 8.2: Read more about supporting lasting change in schools in Peter DeWitt’s, Instructional Leadership: Creating Practice Out of Theory. Small manageable changes over time make all the difference.
> Tip 8.3: Michael McDowell, in his book The Lead Learner, describes a new model of educational leadership that ensures core academic content and 21st century skill growth for all students (2018). With practical examples, stories from the field, and numerous activities and reflective questions, his insightful book takes you step-by-step through the work of the learning leader. It helps you meet the unique learning needs of staff and students to get the biggest impact. He describes how to:
ensure clarity in strategic planning,
establish system coherence,
enact systemwide capacity-building processes, and
craft your personal leadership skills.
> Tip 8.4: To learn more about engaging with families, particularly those who have been marginalized, refer to Chapter 2 of Amplify Learner Voice through Culturally Responsive and Sustaining Assessment by The Core Collaborative Network authors. The authors share interview questions, personal vignettes, and communication examples.
> Tip 8.5: Use the Impact Team Pre-Assessment to assess strengths and opportunities, then determine the next steps.
> Tip 8.6: Visit the Impact Teams Resource site for peer facilitator scaffolds and facilitation moves that take your teams from good to great.