Solving with Students Cadre

Impact Florida's first Learning Cadre for teachers focuses on student experience in math, a critical pathway for college and career success.

Effective professional learning is one of the Five Conditions that Support Great Teaching. Launched in Spring 2022, the Solving with Students Learning Cadre provides an innovative approach to professional learning based on student feedback. Through a series of continuous improvement cycles, teachers use Elevate by PERTS to gather feedback from students about their classroom experience, analyze results, and implement research-based teaching strategies.

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Gaining Traction in Year 2

Learn more about how the Solving With Students Cadre continued and built on previous successes in its second year. Fill out the form to download a PDF of the report.

Download the Report

Can Student Feedback Help Improve Teaching?

The Solving With Students Learning Cadre emphasizes students' experiences, and teachers provide multiple opportunities to capture, reflect on, and respond to students’ perspectives throughout the year. Students rate their experiences with regard to classroom conditions such as Classroom Community, Teacher Caring, Student Voice, and Meaningful Work, and teachers use this feedback to adjust their approaches in real time. This approach helps teachers challenge assumptions, uncover hidden challenges, and create important conditions for classroom learning.

Read more about what this looked like in 2022-23.

Explore Cadre Results

Learn how students felt about their classroom experiences in 2022-23 and how that translated to teacher growth.

Read Takeaways

Hear from 2022-23 teachers about their experiences in the cadre.

Meet the Teachers

Sixty-nine middle- and high-school math teachers across the state stepped forward to lead the use of student feedback for growth. We captured their stories.

Explore Cadre Results

  • learning gears

    Overall Learning Conditions Improve

    Students reported learning conditions improved in every area by as much as nine percentage points overall. Most teachers focused on the four learning conditions with most room for improvement: Classroom Community, Teacher Caring, Student Voice, and Meaningful Work.

  • Results

    Student Behavior and Learning Improved

    More than half of cadre members attributed evidence of improvements in behavioral issues and improvements in student mastery of learning objectives on assignments, quizzes and/or tests, and benchmark and/or state assessments to their participation in the cadre.

  • Changes

    Math-Specific Learning Conditions Improved

    Results demonstrated improvements of 3-6 percentage points in the percentage of students providing positive ratings for math-specific items.

  • Time

    Improvement Compounded

    In a sort of “rising tide” effect, when one condition improved, other conditions likely improved as well.

  • Participation

    Experience Matters

    Teachers with two years of participation improved more, on average, than did those in their first year of participation. Continued practice and familiarity with the process may result in greater gains.

Read Takeaways

“Here I was, thinking my students and I were on the same page. But when I saw those first results come in, I knew the students had something different in mind.”

For teachers, the first step toward more effective instruction is to challenge assumptions. In both years of the cadre, Solving With Students teachers unanimously found disparities between their assumptions about students and the experiences students report. Yet once these disparities are revealed, teachers know where to focus their efforts.

“Every year is year one. I can’t just do things the same as always when my students are not the same. I needed to change with the times and meet the kids, these kids, where they are.”

One of the most notable things about classroom learning conditions: they change. By incorporating student feedback, cadre teachers meaningfully affect the learning conditions in their classrooms, in real time.

“It’s about me, but it’s about me from the students’ points of view. And this work was making me better for them.”

In order to challenge their assumptions, cadre teachers are asked to open themselves up to student critique. That takes vulnerability and courage, and it also takes practice. Year 2 data showed that it gets easier for second year teachers and beyond.

“That relationship was built on simple things like standing at the door to greet them and ask them how they’re doing every day. That’s something the students said they wanted, so I implemented it and did it consistently.”

Classroom changes can be simple, but they’re not small. Changes like asking the students how they’re doing every day can help students blossom into their fullest potential.

Watch: What Students and Teachers Said About the Cadre

Impact Florida interviewed teachers and students about their experience with student feedback in the classroom.

Watch: Teachers Share Their Experience


Meet the Teachers

Ian Boze Headshot

Ian Boze

Q.I. Roberts Jr.-Sr. High School, Putnam County

"Just like adults, students want to feel like what they are doing matters and that they have some control over what is happening in their lives."

Read more

Tawanna Rowe Headshot

Tawanna Rowe

Crystal Lake Middle, Broward County

"The experience a student has in math class MATTERS! Since beginning the cadre, I’ve noticed an improvement on students’ test scores, and they are working harder toward academic achievement."

Read more.

Tia Geivet-Colon

Tia Geivet-Colon

Eau Gallie High School, Brevard County

“I love to inspire my students, and if I don’t know what drives them, then I don’t know what will inspire them.” 

Read more.

Jean Beagan

Fort King Middle School, Marion County

“This is all about helping me become better at what I do, and I tell my kids that I can’t do that without help from them."

Read more.


Katrice Dixon

Crystal Lake Middle, Broward County

“The surveys and strategies have been essential for us. Rather than being an add-on and creating more work, it has actually made it easier for us as teachers."

Read more

Lori Antos Headshot

Lori Antos

Buddy Taylor Middle School, Flagler County

"If students don’t feel a part of their learning process and know that they’re valued, they don’t see the value in learning."

Read more.


Kellyann Campbell

Yearling Middle School, Okeechobee County

"I have been able to see how I have truly impacted my students in my classroom over a span of months."

Read her story

Leisha Collins headshot

Leisha Collins

Leto High School, Hillsborough County

"It’s essential for students to experience a safe, positive classroom culture, where they feel comfortable to try, make mistakes, and try again."

Read more.


Anna Stewart

Yulee Middle School, Nassau County

“No matter how good you are as a teacher, there is always room for growth."

Read more

Josey crop

Josey Pearce

Yearling Middle School, Okeechobee County

"In the business world, the motto is 'customer knows best,' so why would the classroom be any different?"

Read more

Vanessa Cupak headshot

Vanessa Cupak

Mowat Middle School, Bay County

"The experience is both humbling and encouraging, going through and discussing data with students."

Watch more

About Learning Cadres

The cornerstone of Impact Florida’s work, learning cadres bring education leaders together from across the state to pilot innovative practices and learn from each other. Impact Florida then packages and shares those learnings with leaders and partners from around the state to positively impact as many students as possible.

To date, Impact Florida’s learning cadres have primarily served district leaders charged with important district-wide decisions that affect instruction. This cadre was an exciting opportunity to provide direct support to teachers and students in the classroom with the goal of improving student engagement with math. Impact Florida welcomes others to use the learnings from the cadre across the state.

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