High-functioning leadership teams are built intentionally and are, on average, five times more productive than average teams (Keller, 2017).

Amy Berry (2022) argues that when students are engaged, they drive their own learning. 

A lot goes into learning words and phrases, which are widely recognized as critical to understanding the content of what you are reading.  Teaching vocabulary is a critical aspect of overall reading development and is an important strand in language comprehension. 

Back-end scaffolds are those supports put into place after the learning experience has occurred.

What if learners need additional support that is: (1) not sufficiently provided prior to the start of instruction; and (2) necessary for learners to complete the task and thus cannot wait until after instruction?  

However, to move from research to reality and actualize the potential for scaffolding to accelerate student learning, we must implement scaffolding in a way that offers the right level of challenge for students.

Accelerating learning requires a change in how teachers structure class time and operations, including how they group students, differentiate learning, and set learning goals.

In other words, what do learners need prior to the start of the learning experience or task to support their initial engagement and learning around specific, content, skills, and understandings? 

Instead, every brain must be taught to read as there is no genetic code passed down from one generation to the next.

Understanding the challenges that prevent teams from developing collective responsibility and collective efficacy can help us mitigate the barriers.