Here’s an example:

Teacher clarity: Using vocabulary to scaffold thinking

Instructions for students:
1. Jot down the words from the vocab list below that you think you will need to use when writing your response.
2. Pass your word list to your neighbor and have them review. They may add or question words.
3. Pass your lists back and begin crafting your response.

2. Instant feedback
One of the great researchers and professors we work with, Janet Clinton, talks about a feedback loop for PD. After teachers engage in PD, the sooner they can see evidence that something they’ve learned is having an impact (or not) in the classroom, the better their instruction will be. The most effective teachers practice more of what the evidence says works. We’re seeing teachers try strategies and structures in class, and before the lesson is finished, they can see the impact it’s having through visibility on student thinking and understanding.

3. Deprivatizing the classroom
Teachers sometimes feel like they’re on their own when it comes to lesson planning; meanwhile, there are probably dozens of colleagues across the district who are teaching the same standards and can be an enormous help. If we can deprivatize teaching so that every teacher isn’t isolated, teachers get far more support and student outcomes will improve.

Teachers can become more effective when they share access to data and evidence on instructional design and learning outcomes. They can use this to identify success and ask colleagues, “How did you teach that lesson? How did you think you could’ve done that better?”

The best professional learning communities (PLCs) are grounded in real, authentic evidence from the classroom. It’s about saying, “Here’s a lesson that I’ve created. You two go try it. And then let’s compare how each of our student groups responded to that lesson.” Then we can start to have real conversations, informed by data and evidence, about student outcomes, about pedagogical strategies, about what happened when and why. We can use data and evidence not for accountability measures, but to really empower teachers.

4 ways to make high-impact teaching a reality

4. The professional learning journey
Professional learning is a continuous and collective endeavor. It’s not taking Wednesday afternoon to learn about inquiry, and then we’ve got this nailed. It’s about teachers and their colleagues being on a journey to continually learn and refine new strategies that deliver better outcomes for students.

The challenge for administrators is to improve the outcomes of the district without constantly adding to the workload of teachers. Our approach to high-impact teaching starts with giving teachers feedback about what approaches might be working better than others. This allows teachers to let go of some of the methods that are not working and focus on those strategies that work best. Teachers need visibility and feedback on how well their teaching strategies are working so they can follow John Hattie’s advice about “visible learning,” which boils down to this: “Know your impact.” With that philosophy and these four steps, educators around the world can make high-impact teaching a reality in the classroom.

About the Author:

Colin Wood is the founder and chief executive officer of Verso Learning. He began working with school districts in the U.K. in 1999, using technologies to support new pedagogies in the classroom. He now spends his time travelling between Australia and the U.S., sharing great ideas and scaling success. He believes the teacher is the best app in the classroom, and no piece of technology will ever replace a great teacher. He can be reached at