Are all Faculty involved in C4Impact?
Yes. C4Impact is designed to align our professional growth with the 'real work' of teaching, learning and school development.
Can I join multiple C4Impact groups?
Please don't - we are aiming to focus on a smaller number of things, with more intention. If there is another project you are really interested in, you may be able to follow their progress and act as a reference/check-in along the way.
Do we need to create something new for C4Impact?
No, please don't, unless a big focus of your work this year is developing something new. Please make sure your focus of C4Impact aligns with your professional work and is of value to you and your learners.
Do we have to have a 'finished product' by the end of the year?
No. Think of this as ongoing development, reflection and iteration. You will need to share your outcomes (so far). Some projects might conclude by the end of the year, and that is OK too.
I am part of a working group that is developing something for WAB. It doesn't quite fit this cycle. Is that OK?
Yes - some working groups are using the time to complete WAB-wide tasks that need to be done by the end of the year. Underlying each of these projects (e.g. SEL alignment), is a clear expectation that it will lead to positive learning impacts. Inquiring into the implications of this work would make good C4Impact cycles in following years.
Who will support our C4Impact work?
C4Impact teams will be supported by SELT members and colleagues in Hubs. They will help keep on track, through MyTime, meetings and conversations.
What if our Project fails?
There is no fail, only learning.
Can we focus on something small?
Absolutely, yes. Some teams might focus on their developments around a specific strategy, assessment strand or something with a classroom focus. C4Impact projects need to be of value to you and your learners. They do not need to be over-ambitious.
What do we need to produce at the end of the year?
The minimum output for most C4Impact projects would be updated reflections and findings in the MyTime dashboard for the project, along with some artefacts or evidence to share at the end of the year.
Where do we save/store any other documentation?
Keep your work in its natural home. Please don't make duplicates/mirror documents, as it can get messy. Please ensure that team-members have the right access. You might later download some artefacts/evidence for reflection and celebration.
Can we share our learning at FOEN'25?
That would be awesome. We will keep space for WAB sessions for as long as possible. FOEN'25 Streams are here.
Where else could we share our work?
We'd love to have more WAB Faculty sharing their learning and innovations. This could be through WAB Podcast or news, education publications or or presentations. Go for it. If you need help, there are some resources here, or you could ask you coordinators.
Can we use our C4Impact as part of our ongoing studies?
Of course. If you are undertaking academic study related to your role and your C4Impact work, we'd love for this process to be of value to you. If you need support with this, reach out to Stephen.
How do we define Impact?
WAB has two working definitiions of Impact, depending on the type of C4Impact Project you are working on. You might use either or both.
In each case, Impact is about the transformational changes we aim to create.
How does Impact differ from Output?
Impact moves beyond "getting things done" (outputs), into observing the real effects of the work we are doing. The following distinctions from NEASC's ACE 2.0 Learning Ecosystem (p34) are useful:
| Impact | Output | Input |
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An Impact is a long-term transformational change we wish to see in learners over time. Some schools define Impact through their Vision of the Graduate statements, IB Approaches to Learning (ATLs), and Learner Profile or their Transdisciplinary Transfer Goals (TTGs). NEASC uses Impact Statements to help schools measure the result of their efforts through the accreditation process. NEASC Visitors and the schools themselves look for evidence of the Impact Statements for each of |
Schools have often gauged their success as Outputs such as standardized test scores, summative assessments, or similar forms of academic achievement. We encourage schools to expand their understanding of success to include Impacts that describe the school’s highest aspirations for its learners – learners who are prepared to tackle 21st – century challenges. |
Inputs describe the resources that schools use to impact student learning such as specific pedagogies, programs, curriculums, policies, resources, or learning spaces. These inputs do not necessarily guarantee impact. That is why we encourage schools to stay focused on their chosen Impacts to gauge whether the inputs are having the intended result. Impacts are developed by |
| Notice that Impacts typically start with “Learners...” | Example: Learning Principle 4.3, Learners demonstrate insights gained through mistakes. | Note that Inputs typically start with “The school…” or “The teachers...” Example: The school has a revised Assessment Policy that allows for students to redo assessments to attain mastery. |