Inspiration and Guidance to Develop Collective Teacher Efficacy Collective efficacy, or a shared belief that through collective action educators can positively influence student outcomes, has remained at the top of a list of influences on student achievement in John Hattie's Visible Learning research. Collective efficacy has been embodied by many educators, though collaboration tends to be focused on building community and relationships, which alone are not enough to move the needle on student achievement. This book contains stories of collective efficacy in schools where it has been…mehr
Inspiration and Guidance to Develop Collective Teacher Efficacy Collective efficacy, or a shared belief that through collective action educators can positively influence student outcomes, has remained at the top of a list of influences on student achievement in John Hattie's Visible Learning research. Collective efficacy has been embodied by many educators, though collaboration tends to be focused on building community and relationships, which alone are not enough to move the needle on student achievement. This book contains stories of collective efficacy in schools where it has been actualized in practice, and includes: • Real-world case studies of teams who have fostered and sustained collective efficacy • Practical guidance for building collective efficacy through professional learning designs • Tools that can be adapted for specific needs or local contextsHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Stefani Arzonetti Hite is a graduate of the American School in London, Tufts University, and the University of Pennsylvania and has taught students from age 5 to 75. After a decade working in the marketing industry, she changed careers to become an educator, pursuing an MSEd with Penn's Project START (Student Teachers as Researching Teachers). Stefani's doctoral work involved researching program implementation. Stefani is the coauthor of Intentional and Targeted Teaching (with Doug Fisher and Nancy Frey).
Inhaltsangabe
List of Figures and Tables Acknowledgments Preface About the Authors Chapter 1: Educators' Beliefs Matter A Tale of Two School Improvement Teams With Very Different Outlooks Collective Efficacy Beliefs Efficacy Beliefs Drive Receptiveness to Change The Formation of Efficacy Beliefs Five Enabling Conditions for Collective Teacher Efficacy Conclusion Chapter 2: Goal Consensus The Nature of Goal Consensus The Maine Township Journey Focusing on Adult Learning Overcoming Challenges Evidence of Success How Does Goal Consensus Develop Collective Efficacy? How Can We Support Goal Consensus in Our School or District? Conclusion Chapter 3: Empowered Teachers Teacher Leadership What Is an Instructional Leadership Team? Overcoming Challenges Evidence of Success How Does Empowering Teachers Develop Collective Efficacy? A Leadership Mindset How Can We Empower Teachers in Our School or District? Conclusion Chapter 4: Cohesive Teacher Knowledge Improvement and Change Do Not Follow a Linear Trajectory What Is Opening Classroom Doors? Evidence of Success How Does Cohesive Teacher Knowledge Develop Collective Efficacy? How Can We Use Opening Classroom Doors to Build Cohesive Teacher Knowledge in Our School or District? Conclusion Chapter 5: Embedded Reflective Practices Perceptions Are Critical to Confronting Inequity Introduce Structures and Protocols That Help to Facilitate Reflection Based on Evidence Ensure Teams Use Disaggregated Data and Multiple Measures as Diagnostic and Formative Tools Encourage Experimentation With Evidence-Based Strategies Supporting the Sustained Use of Strategies Conclusion Chapter 6: Supportive Leadership A Leadership Mindset How Do Leaders Shape the Conditions for All to Learn? What Is the Process of "Letting Go"? Creating Opportunities for Informal Leadership Conclusion Chapter 7: Conclusion The Best Time to Plant a Tree Is 200 Years Ago. The Second Best Time Is Today. Afterword: What Collective Belief Does for Communities Appendix A: Positive Consequences of Collective Teacher Efficacy The Relationship Between Collective Teacher Efficacy and Student Results Appendix B: Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) Appendix C: The Stakeholder Interview Appendix D: Logic Model Template Appendix E: World Café for Revisiting Logic Model Appendix F: Opening Classroom Doors Logistics References Index
List of Figures and Tables Acknowledgments Preface About the Authors Chapter 1: Educators' Beliefs Matter A Tale of Two School Improvement Teams With Very Different Outlooks Collective Efficacy Beliefs Efficacy Beliefs Drive Receptiveness to Change The Formation of Efficacy Beliefs Five Enabling Conditions for Collective Teacher Efficacy Conclusion Chapter 2: Goal Consensus The Nature of Goal Consensus The Maine Township Journey Focusing on Adult Learning Overcoming Challenges Evidence of Success How Does Goal Consensus Develop Collective Efficacy? How Can We Support Goal Consensus in Our School or District? Conclusion Chapter 3: Empowered Teachers Teacher Leadership What Is an Instructional Leadership Team? Overcoming Challenges Evidence of Success How Does Empowering Teachers Develop Collective Efficacy? A Leadership Mindset How Can We Empower Teachers in Our School or District? Conclusion Chapter 4: Cohesive Teacher Knowledge Improvement and Change Do Not Follow a Linear Trajectory What Is Opening Classroom Doors? Evidence of Success How Does Cohesive Teacher Knowledge Develop Collective Efficacy? How Can We Use Opening Classroom Doors to Build Cohesive Teacher Knowledge in Our School or District? Conclusion Chapter 5: Embedded Reflective Practices Perceptions Are Critical to Confronting Inequity Introduce Structures and Protocols That Help to Facilitate Reflection Based on Evidence Ensure Teams Use Disaggregated Data and Multiple Measures as Diagnostic and Formative Tools Encourage Experimentation With Evidence-Based Strategies Supporting the Sustained Use of Strategies Conclusion Chapter 6: Supportive Leadership A Leadership Mindset How Do Leaders Shape the Conditions for All to Learn? What Is the Process of "Letting Go"? Creating Opportunities for Informal Leadership Conclusion Chapter 7: Conclusion The Best Time to Plant a Tree Is 200 Years Ago. The Second Best Time Is Today. Afterword: What Collective Belief Does for Communities Appendix A: Positive Consequences of Collective Teacher Efficacy The Relationship Between Collective Teacher Efficacy and Student Results Appendix B: Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) Appendix C: The Stakeholder Interview Appendix D: Logic Model Template Appendix E: World Café for Revisiting Logic Model Appendix F: Opening Classroom Doors Logistics References Index
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