Leading Impact Teams: Build a Culture of Efficacy
Communities, families, students and educators were called to innovate during these challenging times. When teachers and leaders believe that together, they have the power to develop assessment capable, emotionally capable and socially capable learners, they actually do! Collective teacher efficacy refers to a school community’s shared belief that through their collective action, they can positively effect student outcomes, including those students who are disengaged and/or marginalized. Instructional leaders and educators with high efficacy show greater effort, persistence, take risks, set ambitious goals and are more responsive to student needs. We will explore the sources of efficacy needed to empower leaders, teachers and students. We will learn how Impact Teams use Evidence, Analysis, and Action to make collective decisions about student learning and to empower students to engage in self- and peer assessment and take ownership of their learning.
Dr. Paul Bloomberg is the founder and Chief Learning Officer for The Core Collaborative, a learning network that specializes in student-centered approaches to learning. The Core Collaborative supports over 1,500 schools nationally and internationally. He is the co-author of the best-selling book, Leading Impact Teams: Building a Culture of Efficacy, published by Corwin Press as well as Peer Power: Unite, Learn, and Prosper: Activate an Assessment Revolution. Paul is a former principal and instructional leader and has directly supported multiple, successful school turn-around and school innovation efforts nationally. He served as a Distinguished Professional Development Associate for the Leadership & Learning Center, founded by Douglas Reeves. Paul was also a national Author Consultant for Corwin Professional Learning and is a North American Visible Learning consultant for John Hattie. Paul pulls from all of these experiences to tailor professional learning to each district and school with which he works so they have the structures, processes, and strategies necessary to build collective efficacy within their system.
Paul Martuccio has been the principal of THE Public School 13 in Rosebank, Staten Island, New York for the past ten years. Painted with a broad stroke, he experiments within the disciplines of both systemic and organizational leadership, and, at a more granular level, enjoys developing and working alongside instructional teams that aggressively pursue answers to questions that afford ALL students the ability to achieve to their greatest potential. Paul is a Cahn Fellow, Teacher’s College, Columbia University (2013). He led his school as they earned the National Title I Distinguished School Award (October, 2012). He’s received the Outstanding Administrator Award from St. John’s University (April, 2011), The Louis P. DeSario Educator of the Year Award, United Activities Unlimited, Highest Honor, (April, 2013), The Hank Murphy Award, Distinguished Educational Leader, Wagner College, (June, 2016), The Patrick F. Daly Award, The Office of the Borough President, (September, 2017), and #NYC Schools Tech Summit Award (July 2018). Most recently, Paul was part of a team that presented at the National ASCD Conference in Chicago around Impact Teams and Innovation. Within his district, Paul leads a learning partner principal’s group comprised of elementary, intermediate and high school level principals. He is a member of the Guiding Coalition for Inquiry Teams, participates in the Star Factor Coaching program for leadership development, and maintains an Elementary School Basketball League of twenty schools serving approximately 600 students. Paul holds master’s degrees from both Wagner College in Education and Mercy College in Educational Leadership. His undergraduate work was completed at Regis University. Paul is currently working with his learning community around Social Emotional Learning and is an avid Cross-Fitter outside of his professional life. He currently resides in Staten Island with his wife Donna and four children.
Isaac has developed his understanding and skills with the formative assessment process over almost two decades in education. As a teacher of kindergarten and then 2nd, 4th, and 5th grades and later as a school improvement specialists and instructional coach for multiple elementary schools he applied the implemented many of the strategies and processes involved in Impact Teams. He has worked with Impact Teams across the country for the last two years after honing the process in his home district. Now he supports Impact Teams and Impact Team Coaches across the country demonstrating, leading, and providing feedback to students and teachers on self and peer assessment and implementation of the formative process.