Wednesday, 14 November 2018

Collective Efficacy Book Study- Chapter 3

This week, our group has chosen a Twitter chat format for our book study conversation. Instructions for this format are as follows:
  • If you do not have one already, create a twitter account
  • Follow @A_J_Golding and @jmerkleyjoanne
  • Log in on Thursday November 15th at 4:30
  • Alison will be posting the questions, watch her feed. A new question will be posted approximately every 10 minutes
  • Questions will be posted as Q1 (Question 1), Q2 (Question 2) etc. 
  • To keep it easy to follow, participants should reply by starting their post with A1 (Answer 1, corresponding with Question 1) etc. 
  • Use the hashtag #scdsbCE with every post you make. This way, you can click on the hashtag, then click on “latest” at the top of the feed so you can view all of your colleagues posts and replies in order. 
  • Feel free to respond to each others’ posts as well as to the questions by using the “reply feature” but make sure you still use the #scdsbCE hashtag
Chapter 3- Fostering Collective Teacher Efficacy

Chapter Summary

“Fostering collective teacher efficacy to realize increased student achievement involves creating opportunities for meaningful collaboration, empowering teachers, establishing goals and high expectations, and helping educators interpret results and provide feedback.” (p. 35) 

In this chapter, six enabling conditions for fostering collective teacher efficacy are shared. These include:
  • Advanced teachers influence
  • Goal consensus
  • Teachers’ knowledge about one another’s work
  • Cohesive staff 
  • Responsiveness of leadership 
  • Effective systems of intervention

Q1- One of the enabling conditions for fostering collective teacher efficacy is when teachers have opportunities to learn about each other’s’ work. What opportunities can school leaders create for their teachers to learn collaboratively? 

Q2- Leaders can support the conditions for efficacy by developing a culture where teachers each have a role in achieving a shared purpose as part of a larger team. How might leaders increase this sense of interdependence between teachers? 

Q3- Responsiveness calls for leaders to address situations that prevent the team from carrying out their duties effectively. How might school leaders respond to these situations in ways in which the team feels supported? 

Q4- When teachers feel empowered as part of a decision making process, they become more invested, believe in their ability to successfully carry out those decisions and collective efficacy increases. How can school leaders create a culture where teachers are involved in decision making?

Q5- What are some ways that leaders can provide feedback and create opportunities for peer feedback and self-reflection with school teams about their impact on student learning in order to set direction and next steps?

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