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Building a World Class School

Teaching with your Strengths

Loretta AbbasiAl Ihsan School of Excellence

Cleveland, Ohio

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Teaching with your Strengths

Action Research Study of Teacher Efficacy Teaching with your Strengths Workshop Teacher Supervision Model

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What makes a World Class School?

1. Qualified Teachers

2. Institutional Integrity

3. Good Curriculum

4. Strong Leadership

5. Resources

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73% of Americans believe

the biggest problem facing America

is a lack of qualified teachers.

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What do great teachers do differently?

“While their styles and approaches may differ, all great teachers make the most of their natural talents”

They discover what they do best and they do it continuously.

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Purpose of the study

Need for Effective Teachers Need for Qualified Teachers Keep them! Strengths Based Supervision Model

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Can teachers develop a better perception of self-efficacy when they learn to apply their

natural talents and strengths?

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Review of the Literature

Self Efficacy Teacher Efficacy Student Efficacy Collective Efficacy

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Self Efficacy

A person’s judgment about his or her capability to organize and execute a course of action that is required to attain a certain

level of performance. Mastery Experience Modeling Vicarious Experience Verbal Persuasion

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Teacher Efficacy

A teacher’s belief in his or her capability to organize and execute courses of action required to

successfully accomplish a specific teaching task in a particular context.

A teacher’s level of TE effects their student’s level of SE. Teachers with high levels of TE exert more effort. Teachers with high levels of TE are more persistent in

times of difficulties. Teachers with high levels of TE are more resilient. Teachers with high levels of TE cope with stress.

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Student Efficacy

A student’s belief or judgment that she/he can learn. Students with high levels of SE have higher academic

achievement. Students with high levels of SE have higher motivation. Students with high levels of SE select more challenging

tasks. Students with higher levels of SE put forth more effort. Students with higher levels of SE have a higher rate of

persistence. Students with the same academic skills perform better

with High Efficacy.

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Collective Efficacy

The perceptions of teachers in a school that the efforts of the faculty as a whole will have

a positive effect on students. Institutional Integrity Collegial Leadership Teacher Affiliation Academic Emphasis Resources

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Methodology

Teaching with your Strengths Collaborative Teacher Retreat The Q12 Teacher Efficacy Scale

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Teaching with your Strengths

Positive Psychology Clifton Strengths Finder Strengths Based Schools Team Building

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The Q12

1. Do you know what is expected of you at work?

2. Does the mission of your company make you feel your job is important?

3. Do you have a best friend at work?

4. Are your associates committed to doing quality work?

5. In the last year, have you had opportunities at work to learn and grow?

6. In the last 7 days, have you received recognition or praise for doing good work?

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7. At work do your opinions seem to count?

8. In the last 6 months, has someone at work talked to you about your progress?

9. Does your supervisor, or someone at work, seem to care about you as a person?

10. Is there someone at work who encourages your development?

11. Do you have materials and equipment you need to do your work right?

12. At work do you have the opportunity to do what you do best?

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The Gallup Engagement Hierarchy

How can

we grow?

Do I belong?

What do I give?

What do I get?

Growth

Teamwork

Management Support

Basic Needs

Q12. Opportunities to learn & grow.Q11. Progress in last six months.

Q10. I have a best friend at work.Q09. Coworkers committed to quality.Q08. Mission/Purpose of company.Q07. At work, my opinions seem to count.

Q06. Someone at work encourages my development.Q05. Supervisor/Someone at work cares.Q04. Recognition last seven days.Q03. Do what I do best every day.

Q02. Materials and equipment.Q01. I know what is expected.

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The Gallup Path

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Lack of Cohesiveness

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Teamwork

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Supervision Model

Managers who create environments in which employees are able to make the most of their talents have more productive work

units with less employee turnover.

Studies show that strengths-based development increases self confidence,

direction, hope, and altruism.

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Participants

10 Teachers from Al Ihsan School 9 Teachers from Universal Academy of

Pittsburgh 1 Parent Volunteer / Gallup Consultant

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Findings

PERSONAL EFFICACY

1

2

3

4

5

6

1 2 3 4 5 6 7 8 9 10 11 12 13

QUESTION

AV

ER

AG

E

BEFORE

AFTER

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TEACHER EFFICACY

0

1

2

3

4

5

6

1 2 3 4 5 6 7 8 9

QUESTION

AV

ER

AG

E

BEFORE

AFTER

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Teacher Interviews

Has your teaching changed after discovering your strengths and attending the workshop?

More Cooperative Behaviors amongst Teachers.

Higher Feelings of Teaching Methods Knowledge.

Show Promise in Desire to Learn & Grow.

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Limitations

Teacher Efficacy Survey Lacks Clarity Two Factors are Problematic & Unstable Efficacy Measurements are not Specific Better Measures Need to be Developed

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Conclusions

Teachers may be able to understand student strengths and individual needs as a result of understanding their own

talents and strengths.

As a result, they may develop higher levels of Teacher Efficacy

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Future Implications

Explore effects of teacher efficacy and teacher attrition.

Explore collective efficacy and external factors.

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The Bottom Line

Research has shown that the single most important factor in teacher retention and teacher effectiveness is a high sense of

teacher’s self efficacy.

(Johnson, 2005)