Achievement Teams Plus

Achievement Teams Plus




This two-day seminar will help participants determine actions to empower teaching and leadership teams through disciplined collaboration.

The use of Achievement Teams is an experiential, collaborative four-step protocol that focuses on collective teacher efficacy. All of the components of Achievement Teams intentionally align with those teacher and leadership profiles that have the most significant impact on student achievement. This framework provides a structure for teachers to accurately reflect on teaching between pre/post assessments, while identifying areas of student needs. Next, teachers collaboratively decide on the best corrective instructional approach in response to those needs. When schools and school systems de-emphasize individual practice and promote collective ability, it is possible to create professional teams of educators who continuously reflect on and improve their practice.

Achievement Team members base their collaborative conversations around two critical mind frames from the Visible Learning research:

1. My fundamental task is to evaluate the effect of my teaching on students' learning and achievement.

2. All assessments, including formative assessments, are a reflection of my effort more than the students'.

At its core, Achievement Teams are focused on appropriating new knowledge about teaching and learning rather than simply maintaining existing knowledge. This can be accomplished when teams follow protocols consistently while sensitively challenging current thinking and practice. Ultimately, Achievement Teams are committed to the achievement of all students.

Collective Teacher Efficacy and Achievement Teams

We mention the phrase “collective teacher efficacy” throughout this training. For collaboration to be successful, the group needs to have some common goals, beliefs, and expectations. A critical factor in that success is the belief that what the group is doing can make a difference, that the work they are doing collaboratively is worth the time and effort. This belief is known as collective efficacy. The organization of the team, how they work together and the strategies they choose to achieve academic goals contribute significantly to efficacious behavior.

Research has also shown that collective teacher efficacy is a group attribute that can be enhanced through collaboration (Bandura, 1977; Bandura, 1993; Goddard & Goddard, 2001; Goddard et al., 2000; Usher & Pajares, 2008). Collective efficacy is generally defined as a belief among faculty that the efforts of the staff as a whole can develop a course of action to solve instructional problems that will have a positive impact on student achievement (Bandura, 1993). Formally, collective efficacy refers to “a group’s shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainment” (Bandura, 1997, p. 477).  Achievement Teams are all about collective impact, with an emphasis on improving teaching and learning.

We believe school improvement is about increasing social capital. Real school improvement focuses on people, not programs. Achievement Teams promote disciplined collaboration to improve teaching, learning, and leadership. 

By using the Achievement Teams framework, teams identify specific, measurable performance goals and select strategies for improving student outcomes. Teacher collaboration, sharing master experiences, and collectively solving gaps in achievement is the most practical and feasible approach an organization can take to ensure continuous improvement. 

When the four-step protocol is embedded in school practice, teams will have a greater impact on student achievement, incorporate more inclusive methods of instruction, and expand teaching and learning. 

Achievement Teams is about having real conversations that impact students.

Achievement Team Certification: Build Internal Capacity and Collective Efficacy

This powerful three-day certification will transform the way teaching and leadership teams function and communicate. By training your own cadre of facilitators through the Achievement Team Certification framework, your organization (school or district) will immediately be able to build internal capacity while doubling your ability to raise student achievement. 

Resources include:

  • training manual(s) and handouts
  • access to a clients only website containing presentation materials and supporting documents
  • continued monthly support
  • free webinars
  • optional follow-up coaching session (after 30-60 days of certification-additional fee required) 

Led by nationally recognized professional development consultant Steve Ventura (Author/Consultant-Corwin Professional Learning, founder of Advanced Collaborative Solutions), attendees will be engaged in authentic, performance-based tasks designed to deepen their ability to learn content and sharpen facilitation skills. As each step of the training unfolds, participants receive immediate feedback on content delivery, coaching, adult learning modalities, and a multitude of implementation strategies. 



Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W.H.Freeman and Company. Emory University, Division of Educational Studies, Information on Self-Efficacy: A Community of Scholars.

Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.

Hattie, J. (2011) Visible Learning for Teachers: Maximising impact on learning. Routledge, London

Joyce, B., and B. Showers. (1995). Student Achievement Through Staff Development: Fundamentals of School Renewal. 2nd ed. White Plains, N.Y.: Longman.