IMPACT as a Scaffold for Building Consistent Lesson Planning Routines
Transitioning into education can be a daunting experience, especially for long-term substitutes, new teachers, international teachers, or any educator stepping into the classroom without extensive experience. The pressures of meeting grade-level standards, engaging diverse learners, and maintaining classroom management can quickly feel overwhelming. But what if there was a framework that could simplify lesson planning and ensure every lesson makes an impact, regardless of teaching experience?
At Finita, we understand the unique challenges faced by educators who are new to the classroom. That’s why we developed the IMPACT framework—a strategic scaffold that supports consistent lesson planning routines, helping educators deliver high-quality, structured lessons that align with grade-level standards and actively engage students. IMPACT is more than just a planning tool; it’s a practical guide for building confidence and clarity in teaching, especially for those transitioning into the profession.
Why IMPACT Works as a Scaffold for New and Transitioning Teachers
IMPACT stands for Inquire, Model, Practice, Affirm, Connection, and Task Sequence—six essential phases that form a scaffold for lesson planning. Each phase guides educators through the process of structuring effective lessons that allow students to access grade-level learning while developing critical thinking and academic skills.
For long-term substitutes, new teachers, or international educators who may be unfamiliar with the intricacies of lesson design, the IMPACT framework offers a clear path forward. Instead of grappling with abstract theories, teachers can rely on a consistent, proven structure that simplifies planning and execution. IMPACT provides step-by-step clarity, giving transitioning educators the confidence to deliver lessons that meet standards, engage students, and support academic growth.
Breaking Down IMPACT for Effective Lesson Planning
Here’s how the IMPACT framework works to scaffold lesson planning for educators transitioning into education:
Inquire: The lesson begins with an inquiry, tapping into students’ prior knowledge and connecting it to new learning. This is an essential step for both students and teachers. For students, it sparks curiosity and engagement. For educators, it provides a structured entry point into the lesson, guiding them on how to activate students’ thinking.
Model: During this phase, teachers introduce the lesson’s success criteria and model how to approach the task at hand. For transitioning teachers, this is critical because modeling creates transparency. By clearly showing students how to follow procedures and think critically about the content, teachers can help students understand what success looks like.
Practice: After modeling, students engage in structured practice. They practice reading grade-level texts and writing about their thinking to build knowledge. For transitioning teachers, this phase is a valuable opportunity to observe and assess student progress, providing insights into whether students are grasping the material or if adjustments are needed.
Affirm: The affirm phase allows students to reinforce their learning by sharing their thoughts through structured discussion activities, such as Kagan Strategies. For educators who are new to teaching, this phase offers a way to integrate cooperative learning structures, helping students strengthen their understanding while practicing their communication skills.
Connection: Teachers guide students in connecting the day’s learning to prior knowledge or future lessons. This phase ensures that students see the relevance of the lesson, helping to cement learning. For transitioning teachers, it provides a moment to reflect and wrap up the lesson in a meaningful way, reinforcing the overall objectives.
Task Sequence: Finally, the task sequence provides a clear roadmap for success. Teachers use this sequence to outline the specific steps students need to follow, ensuring that both the teacher and the students are clear on how progress will be monitored and reinforced. This phase is especially helpful for educators still developing their confidence in managing classroom routines, as it creates a structured flow that reduces uncertainty.
A Proven Scaffold for Vulnerable Teachers
For long-term substitutes, paraprofessionals stepping into lead teacher roles, or international educators navigating unfamiliar curricula, IMPACT serves as a scaffold to support effective lesson delivery. Its structured approach ensures that each phase of the lesson is purposeful, aligned with grade-level standards, and designed to engage students in meaningful learning.
One of the most powerful aspects of IMPACT is its adaptability. Whether you’re teaching second graders or high school students, in math, science, or language arts, the framework is flexible enough to be applied across all grade levels and subject areas. This flexibility is key for transitioning educators who may be responsible for teaching multiple subjects or working with diverse groups of learners.
For teachers of multilingual learners, IMPACT provides the necessary scaffolding to help students develop language skills while accessing academic content. The framework’s consistent structure allows for repeated practice of academic language, reinforcing both content and communication skills in a way that supports language acquisition.
Consistency Builds Confidence and Competence
Transitioning into a teaching role can feel like an uphill battle, but consistency is key to overcoming the challenges. IMPACT helps educators build consistent lesson planning routines that not only simplify their workload but also ensure high-quality instruction.
The real power of IMPACT is that it reduces the cognitive load on teachers. By following a structured, repeatable process, educators don’t have to reinvent the wheel for every lesson. Instead, they can focus on refining their instruction, making incremental improvements, and gaining confidence in their teaching practice. This consistency is especially valuable for new teachers, long-term substitutes, and international educators, as it reduces uncertainty and allows for more focused, intentional teaching.
Why Schools Support the Implementation of IMPACT
Many schools are already familiar with the strategies embedded in the IMPACT framework, such as Thinking Maps and Kagan Structures. These strategies have been used for decades to make learning visible, and many schools have trained teacher leaders who can support the implementation of Finita’s system. Because these strategies are accessible and proven, schools can easily adopt the IMPACT framework as part of their professional development and instructional practices.
Schools benefit from the consistency that IMPACT offers. By providing educators—especially those transitioning into the profession—with a clear, structured approach to lesson planning, schools can ensure that instruction across classrooms is aligned with standards and focused on student achievement. This alignment not only benefits students but also supports the professional growth of teachers, creating a more cohesive and effective learning environment.
IMPACT: A Pathway to Excellence
For educators stepping into the classroom for the first time or transitioning into a new teaching role, IMPACT offers more than just a framework—it provides a pathway to excellence. It scaffolds lesson planning in a way that builds confidence and competence, ensuring that every lesson is purposeful, engaging, and aligned with standards.
By simplifying the planning process, IMPACT allows teachers to focus on what matters most: creating meaningful learning experiences that help students grow academically and develop the skills they need for success. Whether you’re a long-term substitute, a new teacher, or an international educator, IMPACT is your guide to building consistent, high-quality lessons that make a lasting impact.
Download the Evaluation Rubric for S-K-S and IMPACT Lesson Planning to get started on building your own consistent lesson planning routines today!
Let’s simplify the journey into teaching—together.
References:
Echevarría, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson Education.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hyerle, D. (2014). Thinking Maps: A language for learning. Thinking Maps, Inc.
Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. Kagan Publishing.
Teyechea, N. (2024). The Finita System: Simplifying teaching to enhance student learning. www.finitateachers.com
