I have over the years been an advocate for promoting self-efficacy in students. This week I shifted my reading towards teacher efficacy, particularly collective teacher efficacy (CTE).
When we look at the research by John Hattie and the effect size (1.57) it suggests that CTE has the most potential to almost quadruple student learning and achievement, even more so than classroom management and feedback.
I think it is important to distinguish that individual teacher self-efficacy (though important) does not have as high an influence on student achievement. Schools will be filled with teachers with high efficacy beliefs about their teaching but could also have lower expectations of the abilities of their peers. We likely see this manifesting in these teachers by their sole focus on their classes and teaching.
Understanding Collective Teacher Efficacy
CTE goes beyond the personal beliefs of teachers regarding their abilities; it develops as a distinctive quality of a group, shaped by dynamic interactions, shared commitment, and a collective sense of purpose. It ideally reflects the notion of “the power of we,” illustrating that through collaboration, teachers can confront challenges and attain meaningful learning outcomes for every student. This shared belief cultivates a collaborative culture where teachers support each other, exchange effective strategies, and work towards common objectives. It’s crucial to note that CTE doesn’t just happen when teachers are placed together; it requires intentional development, care, and continuous reinforcement.
Factors Influencing the Development of CTE
Several factors at the school level are crucial in developing and supporting Collective Teacher Efficiency. To create an environment conducive to CTE, attention must be given to the following key aspects:
Enabling Structures: Effective school leadership that emphasizes collaboration, allocates sufficient resources (including time for joint planning and professional development), and establishes scheduling frameworks that promote teamwork is vital for nurturing CTE. A supportive school culture defined by strong relationships, mutual respect, and a real sense of belonging among teachers is essential. When teachers feel trusted and appreciated, they are more likely to communicate openly, share challenges, and collaborate effectively.
Teacher Leadership: Leadership models that distribute responsibilities and empower teachers to lead school improvement efforts significantly enhance CTE. Teachers that participate in decision-making and feel empowered, add to the overall sense of efficacy.
Collaborative Networks: Creating numerous opportunities for teachers to connect, share best practices, learn from one another’s experiences, and engage in collaborative problem-solving is essential for fostering strong CTE. These networks can manifest in various ways, including professional learning communities, mentoring programs, and informal peer support groups.
School Reputation: The school’s standing in the broader community influences CTE. A strong reputation, built on a history of success and solid community backing, can enhance teachers’ collective efficacy beliefs. In contrast, negative perceptions can weaken CTE and foster a sense of hopelessness.
Developing CTE Through Strategic Professional Learning
Targeted professional learning experiences play a crucial role in enhancing and reinforcing Career and Technical Education (CTE). Several effective strategies include:
Inquiry-Based Designs: Involving teachers in collaborative action research, problem-solving groups, and structured discussions focused on student learning data enables them to link their collective efforts to real outcomes, bolstering their confidence in their ability to effect change.
Teacher Networks: Building strong social connections among teachers through peer observations, co-planning, and sharing best practices fosters a culture of collaborative learning and enhances collective capacity. Classroom visits and observations offer invaluable chances for teachers to learn from one another and gain fresh insights.
Whole-School Approaches: Aligning professional development initiatives with school-wide objectives and providing consistent collaboration opportunities across grade levels and departments helps nurture a shared vision and a strong sense of collective purpose. This approach promotes a collective responsibility for student achievement.
Teacher-Led Professional Development: Allowing teachers to create and lead their own professional learning experiences boosts ownership, engagement, and confidence in their collective skills. This approach acknowledges teachers’ expertise and encourages a sense of agency.
Instructional Rounds: Systematic observations of colleagues’ teaching, followed by thorough analysis of evidence and reflective discussions, are powerful tools for identifying and sharing effective practices while fostering a common understanding of high-quality instruction.
Building collective teacher efficacy is not a quick endeavour, but a sustained effort that requires commitment, resources, and a shared vision. However, the potential rewards—a thriving professional community and significantly improved student learning—make it something worth pursuing. Schools can create a powerful collective among their teachers, fostering a culture of continuous improvement and lasting impact on student lives.