Pow Wow Principals Press
March 3rd, 2017
Collective Efficacy... Sounds a LOT like the VBE Vibe!
Collective Teacher Efficacy: The Effect Size Research and Six Enabling Conditions
By Jenni Donohoo | January 9, 2017
When teachers believe that together, they are capable of developing students’ critical thinking skills, creativity, and mastery of complex content, it happens! Collective teacher efficacy (CTE) refers to a staff’s shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged and/or disadvantaged. Educators with high efficacy show greater effort and persistence, a willingness to try new teaching approaches, set more challenging goals, and attend more closely to the needs of students who require extra assistance. In addition, when collective efficacy is present, staffs are better equipped to foster positive behaviour in students and in raising students’ expectations of themselves by convincing them that they can do well in school.
The Effect Size Research
With an effect size of 1.57, CTE is ranked as the number one factor influencing student achievement (Hattie, 2016). Collective teacher efficacy, as an influence on student achievement, is a contribution that comes from the school – not the home nor the students themselves. According to the Visible Learning Research (Table 1), CTE is beyond three times more powerful and predictive of student achievement than socio-economic status. It is more than double the effect of prior achievement and more than triple the effect of home environment and parental involvement. It is also greater than three times more likely to influence student achievement than student motivation and concentration, persistence, and engagement.
Table 1. Factors Influencing Student Achievement and Their Effect Size
Collective Teacher Efficacy1.57
Self-Report Grades/Student Expectations1.44
Socio economic status0.52
SOURCE: HATTIE, J. (2012). VISIBLE LEARNING FOR TEACHERS: MAXIMIZING IMPACT ON LEARNING. NEW YORK, NY: ROUTLEDGE; AND HATTIE, J. (2016, JULY). MINDFRAMES AND MAXIMIZERS. 3RD ANNUAL VISIBLE LEARNING CONFERENCE HELD IN WASHINGTON, DC.
An effect size emphasizes the difference in magnitude of given approaches for purposes of comparison. An effect size of 0 reveals that the influence had no effect on student achievement. The larger the effect size, the more powerful the influence. Hattie (2009) suggested an effect size of 0.2 is relatively small, an effect size of 0.4 is medium, and an effect size of 0.6 is large.
Efficacy beliefs are very powerful because they guide educators’ actions. Goddard, Hoy, and Woolfolk Hoy (2004) noted that efficacy beliefs “directly affect the diligence and resolve with which groups choose to pursue their goals” (p. 8). If educators’ realities are filtered through the belief that there is very little they can do to influence student achievement, then it is very likely these beliefs will be manifested in their practice. However, if a school staff shares a sense of collective efficacy, then they have a greater likelihood of positively impacting student learning, over and above any other influence.
Six Enabling Conditions
School characteristics associated with CTE, documented in the research, helped in identifying six enabling conditions for collective efficacy to flourish (Donohoo, 2017). While enabling conditions do not cause things to happen, they increase the likelihood that things will turn out as expected.
- Advanced Teacher Influence
Advanced teacher influence is defined by the degree to which teachers are provided opportunities to participate in important school-wide decisions.
- Goal Consensus
Reaching consensus on goals not only increases collective efficacy, it also has a direct and measurable impact on student achievement (Robinson, Hohepa, & Lloyd, 2009)
- Teachers’ Knowledge About One Another’s Work
Teachers gain confidence in their peers’ ability to impact student learning when they have more intimate knowledge about each other’s practice.
- Cohesive Staff
Cohesion is defined as the degree to which teachers agree with each other on fundamental educational issues.
- Responsiveness of Leadership
Responsive leaders show concern and respect for their staff and protect teachers from issues that detract from their teaching time and focus.
- Effective Systems of Intervention
Effective systems of intervention help in ensuring that all students are successful.
Fostering collective teacher efficacy is a timely and important issue if we are going to realize success for all students. Fostering collective teacher efficacy should be at the forefront of a planned strategic effort in all schools and school boards. Attending to the six enabling conditions outlined in this blog is a step toward realizing the possibility of collective teacher efficacy in schools.
Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA: Corwin.
Goddard, R., Hoy, W., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. American Educational Research Association, 33(3), 3-13.
Hattie, J. (2016). Third Annual Visible Learning Conference (subtitled Mindframes and Maximizers), Washington, DC, July 11, 2016.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
Robinson, V., Hohepa, M. & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Best evidence synthesis iteration [BES]. New Zealand: Ministry of Education.
#VBEVIP goes to Ms. Kachele! Enjoy that parking spot, and keep making those nominations on Twitter!
Congrats to Jayde Norwood for the raffle response to the book study.
Mystery Behaviors! A Message from Ms. Riddick
It is that time of year when the sap is rising and everything comes in like a lion. We want to make sure our few weeks before Spring break is as calm as possible. We want to transition to going out like a lamb. We will be doing our Super Secret Surprise Behavior again! We will be doing it two week prior to break. Starting next Monday, March 6, I will be emailing you the secret behavior. Your VIP rainbow will be back in your mailboxes. Let's work hard to keep instruction bell to bell, look for positive behavior and reward it frequently. Keep that wampum flowing (red please!) PBS store dates are March 3rd, 13th and 17th.
Don't forget.. another behavior support we are giving is... the SPRING FLING!!!
In order to attend, students may not have any bus referrals, Detentions, or Suspension from 2/22- 3/14.
Please post it on your board and remind the students regularly.
We need to keep our tribe stable. Every morning, we are problem-solving 3 or 4 last minute absences, and we know it ends up frustrating everybody's day. Please try to help by putting in for substitutes the day before.
Messages from Ms. Van Brimmer
This is perfect for those dog days of FSA testing where you need something engaging and authentic for students to be working on. I have already sent away for our school materials and you may visit this web site for a suggested lesson plan and other resources: http://florida4h.org/programsandevents_/tropicana-public-speaking-contest/
iReady Usage: Our usage has been slacking off a bit and it's time for a refresher! I have been using an incentive chart in my 3rd grade RTI group to keep my kiddos engaged in passing lessons. For every 5 lessons they pass, they get a sticker on the chart. Once they fill the chart they earn lunch with me. I also found this iReady resource that students could use to track their progress and completed lessons. To go with our growth mindset philosophy, I would change the "Failed" section to "Not Yet."
Updates from Ms. Keeley and Ms. Ragley
Take a quick anchor chart inventory in your classroom -
Are there some anchor charts that can be removed?
Are there anchor charts for current standards that students can refer to?
Do you have anchor charts for each subject area?
Many of our students are visual learners and we want our students to use the anchor charts as a resource to refer back to. As you plan your units, be intentional about anchor charts cut and paste a small image into the plans. Here are some that are currently in our classrooms:
Also please remember that the library has a great resource of content area books to use for foldables with blackline masters.
Next Week At A Glance
Messages from Ms. Segroves
Important March Luminaria challenge is here!
The team who has the most money in luminaria sales for the month of March will win a Relay For Life Cooler. Forms and online donations are excepted.
Also, please register all Teammates within the next two weeks, to build your team and to build our event.
You can get a luminaries form from Lisa Segroves
You are invited to a social luncheon!
When: Thursday, March 16
Where: During your scheduled lunch time in the cafeteria teacher’s lounge
Why: to socialize and enjoy food!
This is a free social gathering. Social Committee will provide paper goods. A sign up sheet will be in the mailroom for you to sign up to bring a food item.
A Message From Ms. Henson
FLDRS is offering some great courses that many of our Tribe teachers may be interested in taking. Please see the flyer listing the final facilitated PDA on-line modules that will be available this school year for anyone still needing in-service points to renew their current teaching certificate by June, 2017. There are still seats available, and those interested in participating should follow the directions on the flyer to register. Access to the independent modules will continue to be available through the summer. If you have questions please call Lynda Ledlow at 772-429-4656.