While it is one of the five identified conditions that foster collective efficacy, supportive leaders play a crucial role in strengthening the other four enabling conditions. ![]() In our model, the outer ring represents supportive leadership. While enabling conditions do not cause things to happen, they increase the likelihood that things will turn out as intended. These include gaining consensus on goals, empowering teachers, building cohesive teacher knowledge, and embedding reflective practices, which are all accomplished through supportive leadership. Leading collective efficacy involves five enabling conditions that have been validated, through research (Donohoo, O’Leary, & Hattie, 2020), as school characteristics associated with collective teacher efficacy. ![]() Educators are asking, What does collective efficacy really look like? How does it improve student achievement and decrease achievement gaps? How can we accomplish it in our school? Leading Collective Efficacy The question is how you go about doing so. Hattie (personal communication) noted that collective efficacy is more complicated than just making teachers feel good about themselves and their colleagues.Įducators are beginning to recognize the importance of fostering collective teacher efficacy. However, there is a big difference between building community and developing teachers’ sense of collective efficacy. We agree that laughter, connection, trust, and community building are incredibly essential in the workplace. For example, a recent post on Twitter showed teachers standing next to a free-standing structure made completely of paper straws and the caption read, “Which team can build the tallest straw structure? What a great way to build #collectiveefficacy.” Another showed teachers in a gymnasium enthusiastically engaged in a game of human Hungry, Hungry Hippos with the caption, “Great efficacy building activity.” In both examples, teachers appeared to be happy and connected to each other. Many depict teams engaged in trust- and community-building activities and challenges. Over the past few years we have seen numerous social media posts in which collective efficacy is the topic. The Center was created to serve as a hub that offers materials, programs, and services focused on helping educators in not only understanding the research but also in finding ways to enact research-based efficacy enhancing practices into their everyday routines.Listen to Jenni Donohoo and Megan Tschannen-Moran discuss demystifying collective efficacy on the Leaders Coaching Leaders podcast with Peter DeWitt: However, it’s much more complicated than that! The programs at the Donohoo Center for Collective Efficacy are grounded in cognitive science and a deep understanding of the collective efficacy research. It seems that just about anything under the sun that helps to build trust and community and makes teachers feel good about themselves can be efficacy enhancing. ![]() Since collective teacher efficacy topped John Hattie’s list of research identifying what matters most in raising student achievement, there have been many claims about what can be done to increase efficacy in schools. At the Donohoo Center for Collective Efficacy, we help to dispel this myth by equipping teams to think differently about the impact they can have on student outcomes. One misguided belief, commonly held amongst educators, is that they lack the collective capability to impact the lives of their students over and above the influence of students’ homes and communities. Leveraging Math Small Group InstructionĮntrenched beliefs are often a large barrier to implementation efforts in schools and school districts.Gifted Students - Challenging Behaviors.Designing Engaging Professional Learning.
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