The standards movement that has dominated the U.S. educational landscape for more than two decades lead to significant shifts in our conceptualizations of teacher quality. Rather than thinking of teacher effectiveness as a fixed entity, e.g., good, bad, mediocre, most experts encourage school leaders to apply a growth mindset to teacher development. More importantly, rather than focusing strictly on the actions of the teacher (the "brilliance" or "badness" of one's teaching "moves"), evaluators and professional developers focus instead on the impact of those actions on student achievement.
This is the underlying principle of some of Corwin's most promising programs including Visible Learning, Common Formative Assessments, and the proposed multimodal project. It is also one of the primary reasons that formative assessment is now seen as a critical skill both for teachers and learners
Features and Benefits
About the Author
- Employs a powerful Evidence*Analysis*Action protocol designed to embed the formative assessment process deep into school culture.
- Assets-based: helps teachers focus on what each student can do in relation to learning progressions based on the CCSS or any state standards.
- Helps promote the growth of self-directed learners by creating conditions in which students can self-assess.
- Includes a variety of rubrics, surveys and tools to guide the work of impact teams.
Paul Bloomberg, Ed.D. Dr. Paul Bloomberg is a partner consultant and the Executive Director of Organizational Learning for The Core Collaborative. In addition he is an Author Consultant and Visible Learning Consultant with Corwin. During his 22 years in public education Paul has served as K-12 classroom teacher, a gifted and talented coordinator, a mathematics and literacy coach, a central office curriculum coordinator, an assistant principal, a principal, a principal coach and researcher. Before joining the Core Collaborative he was the Director of TIDES - Transformative Inquiry Design for Effective Schools and Systems, a non-profit based in San Diego, CA.
Paul is most proud of the work he led as principal of a school in program improvement in South San Diego. In only three years, under Paul's leadership, his team of teachers substantially increased English Learner's proficiency scores on annual California Summative Assessments (CST). His school increased 110 academic performance index points (API) in just three years, far exceeding state expectations. As a school site leader, he has also been a part of two other successful school turnaround efforts.
In addition he has worked nationally, partnering with schools and districts implementing College and Career Readiness Curriculum Design and providing coaching and technical support for deep implementation of Impact Teams (PLC's) and formative assessment.
Since completing his doctorate in 2012 he has been consulting for a variety of professional development organizations. He is also co-writing a series of books with Barb Pitchford on Impact Teams (PLCs) and student centered assessment.
Areas of Impact:
- Impact Teams (PLC's) & Evidence
- Action - College & Career Readiness Curriculum Design - Assessment IS Learning: Formative Assessment
- Performance Assessment IS Learning - Leadership Impact Coaching
Barb Pitchford is an education consultant specializing in instructional leadership specifically in the areas of collaboration and the formative assessment process. During her 35 plus years in public education Barb has worked at all school levels - high, middle, and elementary, as a teacher, counselor and principal. For the past 9 years Barb has worked for a variety of professional development organizations specializing in the development of instructional leadership as well as understanding and applying John Hattie's Visible Learning research.
Areas of Impact:
- Impact Teams: Evidence
- Action - PLC/Impact teams
- Implementation coaching - The Formative Assessment Process
- Assessment IS Learning - Educational leadership
- High Impact Leadership Strategies - Organizational Learning
"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, Author of Common Formative Assessments 2.0: How Teacher Teams Intentionally Align Standards, Instruction, and Assessments
"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, Chair and Professor
"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, Primary Grade Teacher