1/ Defined

First, a quick overview from the last issue. So, what is it? In her authoritative book (linked below) Jenni Donohoo quotes Tschannen-Moran & Barr to define it: “collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities.”

Achieving collective teacher efficacy, according to Hattie’s meta-analysis of 26 studies, has one of the greatest impacts on student learning of anything his team studied with an effect size of 1.57.

We can sometimes conflate the concepts of collective efficacy and high expectations. It is more useful to think of collective efficacy leading to, or at the very least, allowing for an environment of high expectations. If the entirety of the staff believes their actions will make a difference, then they must be holding all students to the highest of expectations. For this reason, high expectations are not listed in our theory of everything even though they play an important part in successful schools. The key, however, is to have a group of people who not just believe, but know their actions will bear fruit. Think about it. If we know our actions will have a dramatic impact on student learning then we must also know (expect/believe/etc) that students are capable of learning at high levels. This is why we believe collective efficacy is a necessary precursor to high expectations, and more importantly, great results.

The bonus is that research consistently shows that collective efficacy can be shaped. How, you ask? Read on! Side note, have you ever stopped to wonder how you can make your staff change their expectations? Well, read on.

2/ Structures that Create Collective Efficacy

So, how do you achieve collective teacher efficacy? Just give great motivational speeches, right? Nah, Donohoo notes there are four primary ways to increase collective efficacy.

1. mastery experiences - your staff implemented a change idea and achieved the desired results

2. vicarious experiences - your staff saw someone else accomplish something that achieved the desired results

3. social persuasion - your staff heard about something that would help them achieve desired results from someone they believe and trust

4. affective states - your staff is excited about a change idea and is willing to give it their best shot

This list is in order of effectiveness. Take a moment and read those again, this time taking note as to which ones are more effective at building efficacy. Go on, we’ll wait. [waiting…]

So, you’ve noticed that the first two can be developed with intentionally developed systems while the last two rely on charisma.

Have you ever worked with a leader who could motivate a staff, give great speeches, and make everyone feel warm and fuzzy inside? It seemed like things were going great for the first year or two and then momentum just seemed to stall. Yeah, us too. This is a charismatic leader who can move collective efficacy a little bit via charisma and since charisma has always worked for them their entire life, they never had to bother with learning how to lead via a systems approach. So, once the charisma wears off or buts up against enough skeptics, progress is stopped. This leader tends to move on after only a few years bouncing from job to job.

Charisma is great, heck it is a bit of a superpower, but it does not replace or even outperform strong, systems leadership based on practices that work.

So, what structures can you build that will help you create collective efficacy? Here’s a quick rundown. We’ll do a deeper dive into each of these and how they can be leveraged in the future.

• Short-cycle assessment windows - The key here is to create positive feedback loops of action and then results. As a leader, you need to keep your eye out for wins, and celebrate them when they occur!

• Excellent school visits - The key here is to find schools like yours that are getting great results. As a leader, continuously network and carve out time to find these excellent schools. Then, take your staff there!

• Peer observations - Let your staff observe one another. Make these even more impactful by having clear look-fors and use these paired walkthroughs when you’re rolling out new initiatives.

Lastly, as a leader, YOU need to have efficacy. You must believe you can change your own staff’s collective efficacy!

Are you interested in making your school/district great but don’t know where to start? ThriveEd offers an array of consulting services that can help you meet your goals.

• Leadership Coaching (for school leaders)

• Strategic Planning

• Strategic Plan Implementation

• Data Dashboard Creation/ Implementation

• Change Management

• Curriculum Adoption

To schedule an introductory call, email [email protected].