Dr. Bloomberg and his colleague, Barb Pitchford, are the co-authors of the best-selling book, Leading Impact Teams: Building a Culture of Efficacy, published by Corwin Press.
The accompanying seminar is exclusively delivered through Corwin Professional Learning.
The Impact Team model is a strengths-based, PLC model that puts "Students at the Center” by ensuring that students take ownership of their learning through deep implementation of the formative assessment process.
Impact Teams scale up their expertise by using meeting protocols purposefully. They use quality evidence to determine their impact on student learning and to determine collective actions that will have the highest effect.
When students take ownership of their learning it builds their self-efficacy. When teachers take ownership of their learning it strengthens professional capital and strengthens collective teacher efficacy.
According to John Hattie (2014), collective teacher efficacy quadruples the rate of student learning (*1.57 effect size). The Impact Team Model leverages the 4 sources of efficacy to strengthen collective efficacy school wide.
Larry Ainsworth, Author of Common Formative Assessments 2.0: How Teacher Teams Intentionally Align Standards, Instruction, and Assessments
Leading Impact Teams offers a great blend of rationale, research, and doable application. 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.
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 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
Department of Education Studies, University of California, San Diego