How do we move from teams solely talking about improving student learning to actually building efficacy for students, teachers, and teams? The answer: Impact Teams. [embed]https://youtu.be/dmgj5P5jU98[/embed] As an educator, you may be currently working in a teacher team where you meet regularly to share expertise and work collaboratively
Over the past few years, Poudre School District in Fort Collins, Colorado, has started a journey to focus on the learning of all students by building and sustaining high performing teams. We are guided by the words of one of our retired principals: Every child deserves to
George Orwell said that to see what's in front of one's nose requires a constant struggle. I'm certain he wasn't talking about formative assessments, but his words apply to the classroom. Knowing what students know is a struggle. This knowledge doesn't come easily, and it’s why
Question 1: How many hours have you spent in “team meetings”? Seriously, take a minute and estimate the amount of time you’ve spent with your ‘team’: analyzing data planning your next unit writing assessments talking about strategies listening to a colleague go on (and on?)
Paul Bloomberg and Barb Pitchford developed the Impact Teams model as a collaborative, 3-step process for teacher teams to analyze student evidence of learning and plan next steps for instruction. As consultants, they work with schools and districts across the country to develop classroom and
A Parallel Protocol for Increasing Learning Contributed by Barb Pitchford and Paul Bloomberg Teaching is complex work and because of the complexity of the work, teachers naturally connect with colleagues to solve problems, make decisions, and share challenges, frustrations, and successes. Current research has shown that although