By the third year of the work at Revere High School,over 80% of the staff had taken the course and were using the skills with gusto. After a hiatus as we all dealt with COVID, the Revere teachers are now clamoring to get back to the work. This is a testament to the impact of work on student success, but more importantly, a testament to the effectiveness of the process that enabled the skills to take root.
Making Students Thinking Visible happens to be the content we used in Revere, but any addition to one's teaching repertoire, whether it be a generic pedagogical skill or a content specific pedagogical practice, could be the content. The point is to generate teacher champions for the new practice and get lots of peer observations going across the faculty along with productive peer analysis and conversations. The steps have to be understood, the administration has to clear the path and model interest and tangible support, and the champions have to be teacher leaders.