Cultivating a Collaborative Culture of Collective Efficacy

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Michael F. DiPaola, Ed.D.Charles A. Wagner, Ed.D.

Cultivating a Collaborative Culture of Collective Efficacy to Positively

Impact Student Learning

• Norms - unwritten and informal expectations which affect behavior

• Shared Values - conceptions of the desirable

• Tacit Assumptions – generalized ‘truths’ among members of an organization

: shared orientations that hold the school together and give it a distinctive identity

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Since Visible Learning was first published, Hattie (2009) has continued to review research and identify variables that impact student learning. He recently added:

Collective Teacher Efficacy as the number one school-level effect on

student learning …the top of the list (d = 1.57)!

What is Collective Efficacy?

• The shared perceptions of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students

• CE helps explain the differential effects that schools have on student achievement.

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• Teachers with high sense of efficacy work harder and persist longer even when students are difficult to teach—in part because these teachers believe in themselves and in their students.

• Teachers’ sense of personal efficacy is higher in schools where other teachers and administrators have high expectations for students and where teachers receive help from their principals in solving instructional and management problems.

We Have the Ability to Impact Efficacy!

Contextual and demographic factors (e.g. school SES, experience level of faculty, students’ prior academic performance) accounted for less than half (46 percent) of the differences in CTE between schools.By working with teachers, learning leaders and colleagues can make positive contributions in building individual and collective efficacy.(Goddard & Skrla, 2006)

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Developingcollectiveefficacyrequiresattendingtoself-efficacyfirst

…buthow?

Sources of Self-Efficacy Information

• Mastery experiences• Vicarious experiences• Social persuasion• Emotional &

Physiological State

(Bandura, 1997)

Mastery Experience

• the most powerful source of efficacy information

• success in achieving a specific goal builds efficacy

• efficacy is NOT enhanced when success is achieved through extensive external assistance

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Vicarious Experience

• Modelsofsuccessfulteachingarethebasisfordecidingthattheteachingtaskismanageableandthatsituationalandpersonalresourcesareadequate

• Watchingothersteachinskillfulandadeptways—especiallyobservingadmired,credible,andsimilarmodels—canaffecttheobserver’spersonalteachingcompetenceandcontributetoefficacy

Social Persuasion

• Experts,supervisors,andpeerscanprovidevaluableinformationabouthowateacher’scapabilitiesmatchcontextualdemands

• Providesencouragementandfeedbacktorefineteachingperformance

Emotional &Physiological State

• Situationsinitiallyperceivedasstressfulorthreateningcontributetoateacher’sbeliefsaboutcapabilityandfunctioning

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School Leaders Can Build Collective Efficacy

• Buildinstructionalknowledgeandskills.• Collectclassroomdataandprovide

actionableformativefeedbackaboutteachers’pedagogythatyieldsstrongerstudentperformance.

• Createopportunitiesforteacherstocollaborativelyshareskillsandexperiences.

At your table, share some of your own examples of these different sources of self-efficacy information What works, and how?

Constructive-Developmental Theory Highlights Challenges of

Providing Feedback

• It's not just what we do or say as leaders when giving feedback that matters developmentally; it's also howwe and those receiving the feedback make sense of our experiences—and what’s at stake for us on the inside—that illuminates our meaning making.

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Understanding the different ways adults “know” and interpret the world can help us consider the developmental fit between the strengths and capacities of those to whom we provide feedback and what we ask them to do with it. Can you recognize these different types of people?• Justtellmewhattodo.• Makemefeelvalued.• Letmedemonstratemycompetency.• Let’sfigurethisouttogether.

Howdoyoutailor feedbacktomeetthedifferentneeds—readiness andreceptive—ofyourteachersorteam

members?

of Administrative Support

Thelevelofsupportprincipalsprovidehasasignificantimpactontheeffectivenessandjobsatisfactionofteachers,including• jobstressandsatisfaction• schoolcommitment• personalhealth• intenttostayinteaching

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SUPPORT FOR TEACHERS (FRAYER MODEL)

Definition Characteristics

Examples Non-ExamplesSupport for Teachers

Supportive Leadership

• behavioroftheprincipalthatissupportiveandegalitarian

• principalisconsiderate,helpful,andgenuinelyconcernedaboutthewelfareofteachers

• principalletsfacultyknowwhatisexpectedofthemandmaintainsdefinitestandardsofperformance

Four Aspects of Principal Support Based on House’s Theory of Social Support (1981)

• Emotional- empathy,caring,andtrust• Instrumental - behaviorsthatdirectlyhelpthepersonaccomplishthetask

• Professional – informationtohelpcopingwithpersonalandenvironmentalproblems

• Appraisal- providesdataforself-evaluationandreflection

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Research Has Generated and Refined the Construct of Principal Support

(DiPaola, 2012)

• ExpressiveSupport - degreetowhichteachersintheschoolviewtheirprincipalasprovidingemotionalandprofessionalsupport.

• InstrumentalSupport- extenttowhichteachersperceivetheirprincipalasprovidingsupportintermsoftime,resources,andconstructivefeedbacktoeffectivelyaccomplishingtheteachingtask.

What are some ways you can increase the efficacy of your

teachers?

MasteryExperiences

VicariousExperiences

SocialPersuasion

Emotional&PhysiologicalState

Followdirectionsonthehandoutsatyourtable.

Brainstormideasanduseothers’Padlet poststoassistyourthinkingandanalysis.

UsethethinkingtoolsinyourhandoutstoidentifyprocessesandactionsthatyouwillinitiatetoimpactCE

Table Teams – Synergy & Synthesis

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Implications for Practice

• Visit classrooms often and collect data on both teacher and student behaviors

• Share data with teachers so they can timely analyze those data

• Meet to discuss data analyses and next steps to address discrepancies

• Talk about learning – not about teaching

Implications for Practice

• Bemindfulofhowtoconnectnextstepswithbuildingteacherefficacy

• Worktobuildacommunityoflearnerswhoassistoneanotherinmeetingschoolgoals

• Learningishardwork– engageindialogue,divedeeplyintodata,andbechangeagents– learningishardwork

• Thisworkischallenging– enjoythechallenge– erroristhebestwaytolearn

Significance of Collective Teacher Efficacy

A strong school culture of efficacy promotes high student achievement, in part, because it leads to the acceptance of challenging goals, strong organizational effort, and a persistence that leads to better performance.

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Foster and promote

Itbringstogetherdiversethinkerswhoengageinauthenticconversationthatcanhelpshiftourthinking,whichinspiresustogrowaslearners

References• Bandura,A.(1997).Selfefficacy.NewYork,NY:W.H.Freeman.• DiPaola,M.(2012).Conceptualizingandvalidatingameasureofprincipalsupport,inM.DiPaola

&P.Forsyth(Eds.),ContemporaryChallengesConfrontingSchoolLeaders(pp.111-120).Charlotte,NC:InfoAge.

• DiPaola,M.,&Wagner,C.(2018).Improvinginstructionthroughsupervision,evaluation,andprofessionaldevelopment.Charlotte,NC:InfoAge.

• Drago-Severson,E.&BlumDeStefano,J.,2016.TellmesoIcanhearyou:Adevelopmentalapproachtofeedbackforeducators.Cambridge,MA:HarvardPress.

• Goddard,R.D.,&Skrla,L.(2006).Theinfluenceofschoolsocialcompositiononteachers’collectiveefficacybeliefs.EducationalAdministrationQuarterly,42(2),216–235.

• Ross,J.A.,&Gray,P.(2006)Transformationalleadershipandteachercommitmenttoorganizationalvalues:Themediatingeffectsofcollectiveteacherefficacy.School

• EffectivenessandSchoolImprovement,17(2),179–199.• Hattie,J.(2009).Visiblelearning.NewYork,NY:Routledge.• Hattie,J.,&Timperley,H.(2007).Thepoweroffeedback.ReviewofEducationalResearch,77(1),

81-112.• Hoy,W.K.,&Miskel,C.G.(2013).Educationaladministration:Theory,researchandpractice.

NewYork,NY:McGraw-Hill.• Killion,J.(2015).Thefeedbackprocess:Transformingfeedbackforprofessionallearning.

Oxford,OH:LearningForward.• Wiggins,G.(2012,September).7keystoeffectivefeedback. EducationalLeadership,70(1),

11– 16.

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Collective Efficacy Scale (CE) Sample Items

• Teachers in this school really believe every child can learn.

• Teachers here are confident that they will be able to motivate students.

• If a child doesn’t want to learn, then teachers here give up on him or her.

• Drug and alcohol abuse in the community make learning difficult for students.

• Teachers in this school are able to get through to difficult students.

(Goddard & Hoy, 2003)

Operationalizing Principal Support

ProfessionalSupport

• MyprincipalgivesmeundividedattentionwhenIamtalking.

• Myprincipalishonestandstraightforwardwiththestaff.• Myprincipalprovidesopportunitiesformetogrow

professionally.• Myprincipalencouragesprofessionalgrowth.

SOURCE:http://wmpeople.wm.edu/site/page/mfdipa/researchtools

Operationalizing Principal Support

EmotionalSupport

• MyprincipalgivesmeasenseofimportancethatImakeadifference.

• Myprincipalsupportsmydecisions.• Myprincipaltrustsmyjudgmentinmakingclassroom

decisions.• Myprincipal showsconfidenceinmyactions.

SOURCE:http://wmpeople.wm.edu/site/page/mfdipa/researchtools

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Operationalizing Principal Support

AppraisalSupport

• Myprincipaloffersconstructivefeedbackafterobservingmyteaching.

• Myprincipalprovidesfrequentfeedbackaboutmyperformance.

• Myprincipalhelpsmeevaluatemyneeds.• Myprincipalprovidessuggestionsformetoimprove

instruction.

SOURCE:http://wmpeople.wm.edu/site/page/mfdipa/researchtools

Operationalizing Principal Support

InstrumentalSupport

• Myprincipalprovidesadequateplanningtime.• Myprincipalprovidestimeforvariousnonteaching

responsibilities.• MyprincipalprovidesextraassistancewithIbecome

overloaded.• Myprincipalequallydistributesresourcesand

unpopularchores.

SOURCE:http://wmpeople.wm.edu/site/page/mfdipa/researchtools