Rooted in an unshakable commitment to equity, compassion, and interdependence, Bloomberg and Pitchford have further developed their Leading Impact Teams framework to guide school communities in redefining how the learning process can empower students and teachers in such a way that each is elevated by it. This book speaks seamlessly across the worlds of scholarship and implementation, and it provides a straightforward path to engage existing structures in schools to take deeper steps toward "learning" as a partnership between educators, students, families, and the wider community. Ultimately, Impact Teams helps us practically imagine how schools become spaces of leadership, where the challenges of an increasingly dynamic world are able to be contemplated by those students who will quickly inherit the responsibility to shoulder it.
Sam Jordan, Grants Director, Alaska Council of School Administrators
This book champions the transformative power of collaboration. It provides practical methods, actionable insights, reflective questions, and exemplars to guide and empower educators. These methods have all been tried and tested by the authors and the numerous districts and schools they have worked with. The book reflects a deep commitment to equity, a keen focus on using evidence and inquiry to inform practice, and a commitment to ensuring that learners are active participants in the learning process. These, together, are fundamental building blocks to ensure that every learner receives the education they deserve. Leading Impact Teams 2.0 is an essential guide for those passionate about making a difference.
Anna Sullivan, Chief Executive, Evaluation Associates Ltd., Newmarket, New Zealand
The revised edition of Bloomberg and Pitchford's Leading Impact Teams has strengthened and clarified a book that has already become one of the most implemented professional development sources for instructional teams around the world. The focus of moving teams from PLCs to Impact Teams is the mission of this book through the strategy of teacher collective efficacy. This new edition adds important dimensions of impact and efficacy through a focus on equity, asset-based pedagogies, and culturally responsive instruction. Instructional teams will continue to learn how to maximize collective efficacy through learning cultures, feedback, and formative mindsets, but with an increased focus on diverse populations that stand to benefit from this important instructional model.
Barry J. Graff, EdD, Brigham Young University-Public School Partnership, Provo, Utah
