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Teacher Leaders - Building Collective Efficacy

Teacher Leaders – Building Collective Efficacy

When teachers share a belief that they and their colleagues can impact student achievement, they share a sense of collective teacher efficacy. When schools provide teacher leaders with greater agency, they can have a greater influence on peers by promoting both student achievement and a collaborative, positive school culture. This program explores the relationship of teacher leadership to collective efficacy, the greatest factor impacting student achievement. (Hattie, 2016) When leaders strategically plan to enable conditions in building teacher leaders’ capabilities this can develop a culture focused on collective efficacy.

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Description

CHALLENGES

A compliance-based approach, where teachers are expected to follow directives and procedures without much input or autonomy, can limit the opportunities for teachers to develop and exercise their leadership skills. This can, in turn, affect motivation, confidence and willingness to take on more responsibilities to influence positive change within the school. Oftentimes, there are such limited leadership roles on offer, anyway, that teachers may not feel that any are a ‘good fit’ for them and their skills.

Given that some teachers report feeling that they operate in ‘silos’ and have limited input and power to make decisions that affect their work and their students’ outcomes – particularly strategy development and identification of improvement areas – addressing this situation is key to improving teaching and learning, driving innovation and building a positive school culture.

SOLUTIONS

To counter this situation, the Teacher Leaders: Building Collective Efficacy program targets key areas to drive collaboration, shared accountability and provide teachers with skills and understandings to lead effectively:

  • Define new roles (with clarity) that allow for autonomy for teacher leaders
  • Empower teacher leaders’ voice and ownership in building high-quality professional learning teams and culture
  • Develop influential competencies for teacher leaders for a variety of contexts and situations
  • Provide structured and detailed action plans for teacher leaders to drive across teams, develop targeted action-research projects that are aligned to the school priorities and informed by data

Recommendation:

Continued individual leadership coaching with one of our expert coaches from the Sentis Education Coaching Centre.

BENEFITS

1. Strategic Planning

Develop a focused, data-informed project to lead across teams, faculties or whole school.

2. Refine Influencing Skills

As leaders of others, teacher leaders will refine their ability to engage staff in order to specifically address collective efficacy.

3. Build Leadership Density

Develop leadership density and alignment across your school, promoting student achievement and a collaborative and positive school culture.

Interactive Program to Apply Skills

Pre/Post-Testing for Tracking

Pre-reading + Comprehensive resources

“The program has empowered me to take on leadership roles in my school and beyond, such as mentoring new teachers, leading professional development sessions, and advocating for inclusive practices. I’ve not only improved my teaching, but also my confidence, motivation, and passion for my work..”

PROGRAM OUTLINE

Welcome + Presentation

PROGRAM PREPARATION EMAIL
  • Welcome & Preparation email with Pre-reading.

WORKSHOP 1

DAYS 1 + 2

DAY 1:

  • Knowledge, skills and key attributes of teacher leaders
  • Link between teacher leadership and collective efficacy
  • Roles that provide an opportunity for leadership
  • Alignment to school priorities and data analysis
  • Defining teacher agency in a positive school culture

DAY 2:

  • Role clarity – the 3As – autonomy, authority and accountability
  • Effective project measurement
  • The psychology of Influence
  • Understanding the power of underlying beliefs about teaching and learning
  • Deep dive into the data – what is your problem of practice?

ACTION RESEARCH PROJECT

DATA ANALYSIS

Identify an area you can directly influence – your teaching or teaching team needs – to have direct action points on the project.

For example: “We identified that Year 8 English are having difficulty with the cognitive skill of ‘analysis’. My action plan will directly focus on addressing that issue through changes to instruction and unit planning.”

WORKSHOP 2

DAY 3:

Leveraging the network – reporting back to reflect on:

  • Key attributes, knowledge, skills and your role, your level of influence and the changes that were made to address the ‘problem of practice.’
  • What were the outcomes?
  • What have we learned?
  • Ongoing action planning to sustain training transfer.

CERTIFICATE

PROGRAM COMPLETION
  • Receive Certificate of completion email

Interested in this ACELearn Program?

Select below to provide us your details so we can contact you about this particular ACELearn Program.

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