Visit this post anytime between November 8th and November 14th. Use the “comment” feature at the bottom of the page by clicking where it shows the number of comments in orange (see picture below). This will allow you to make a comment. Use this feature to answer the posted questions. Be sure to check back through the week to see what others have posted and reply to their posts.
Although this is the only week we will be using the blog to conduct our study, questions will be posted on the blog every week for reference.
“When a sense of collective efficacy is present, staffs maintain a school environments in which students feel good about themselves. They also engage in more productive behaviours that support positive student outcomes.” (p. 13)
Positive consequences of collective teacher efficacy discussed in this chapter include:
- Putting forth greater effort and persistence, especially aimed toward students experiencing difficulty
- Trying new teaching approaches based on effective pedagogy
- Conveying high expectations to students
- Fostering learner autonomy (student-centered teaching)
- Decreasing disruptive behaviour
- Increased commitment
- Enhanced parent involvement
Q1- “When teachers expect their students to perform at high levels, they do” (p. 15). How can school leaders help cultivate the belief that students in their school can meet high expectations?
-Q2- “When efficacy is high, teachers are more accepting of change and more likely to try new teaching approaches” (p. 15). What are some actions taken by school leaders that you think would create these conditions conditions?
Q3- “Student centred classrooms move the focus from teaching to learning” (p. 21).. How can school leaders help create the conditions where students have responsibility in some of the decisions made regarding their learning and the implementation of those decisions?
Q4- Learner autonomy, where teachers share responsibility for solving classroom problems with their students, is said to go hand in hand with a sense of intrinsic motivation. Along with teachers fostering this condition in their classrooms, school leaders can also facilitate opportunities for shared problem solving with their students and staff. What are some ways that school leaders might do this?
Q5- How can school leaders invite parental involvement, paying particular attention to parents from marginalized populations or those who may be less comfortable interacting in a school setting?