1 Coaching for Collective Teacher EfficacyBeginning the Conversation Shared Learning September 7, 2016 Carla Williams and Jan Davis Welcome and introductions: Carla Williams (UMKC) and Jan Davis (NW SIS) *Not the experts – experts are in the room *Premise that you do not have to be more knowledgeable or skilled than those served (gifted kids example) to be an ACTIVATOR of learning (changed from past concept of FACILITATOR of learning). Mental model recently changed when listening to John Hattie at VL Conference. *We did some reading to bring pieces together for this presentation to focus on the topic: Coaching for Collective Teacher Efficacy

2 Hattie 2015 Effect Size ResearchWhy did we believe this presentation was important and timely? In looking at Hattie research shared at the Visible Learning Conference in July, 2016, we noticed that reported effect sizes have changed. There are some significant additions and some smaller changes to past findings. For example, ACL (self-reported grades) is an ES of 1.33, compared to earlier findings of an ES at This is still a high impact teaching and learning practice that gleans impro.ved student achievement, based on an average ES of .40. Newly reported impactful influences are “Teacher estimates of achievement” at ES of 1.62, and “Collective teacher efficacy” with ES of Teacher estimates of achievement is listed as the highest effect, with CTE listed as second highest effect. Hattie has now conducted a meta-analysis of approximately 1200 studies. Results of Hattie research are portrayed here from 2009; Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. (white book), 2011; Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. (blue book), and 2015; Visiblelearning.org; retrieved online August 9, 2016. Today, we will begin to explore what it means to have “Collective teacher efficacy”. We will simply be beginning the conversation. Information for the visual representation was retrieved from John Hattie Keynote Presentation, Visible Learning Conference, Washington, D.C., July, 2016. Online resource

3 Agenda Topic Introduction, Agenda, and Expected Learner OutcomesPre-Read Article Defining the Topic Roadblocks Building the Culture Collective Teacher Efficacy (CTE) Critical Components Putting CTE Coaching Skills Into Practice Introducing Tools for Measuring CTE Reflecting on Learning and Next Steps Activity Introduce the agenda for this two hour session. Introductions, Agenda, and Learner Outcomes = 5 minutes Pre-Read = 10 minutes *HANDOUT Definitions/ Shared Vocabulary = 6 minutes Roadblocks = 4 minutes Culture and Critical Components = 23 minutes Coaching into practice/share out = 60 minutes *HANDOUTS and Thumb Drive Tools for Measuring = 2 minutes *HANDOUTS Reflection and Next Steps = 10 minutes *HANDOUT or access online Google Doc for 4 question EXIT SLIP response

4 Collective Teacher Efficacy (CTE) Learner OutcomesThe Learner will: Be able to define CTE Recognize roadblocks to CTE Understand the culture needed to support CTE Understand some critical components of CTE Be able to create a plan for coaching CTE Recognize tools used to measure perceived CTE These are the expected learner outcomes for today’s session…(address slide content). Next, we will begin to formulate mental models around the concept of Collective Teacher Efficacy with an article selected to engage your thinking about the general topic of collective efficacy.

5 Pre-Reading Article -Take 2 minutes to read the article independently -Identify 3-5 key phrases that are also true in schools -Take 5 minutes to discuss at your table how these school connections are related to feelings of efficacy Pre-Reading Article: Written for the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice – NIJ.gov Collective efficacy: taking action to improve neighborhoods, Higgins, B. and Hunt, J., NIF Journal No. 277, posted May 2016, Retrieved August 9, 2016,

6 Consultant Comments Connected to Collective Teacher EfficacyIn the past, we asked for input from consultants about learning needs focused through a coaching lens. In summarizing the comments we received that were relevant to the topic of Collective Teacher Efficacy, this is the visual representation of your thoughts. We tried to be mindful of this input as we constructed today’s presentation.

7 What’s In a Definition? Collective Teacher Efficacy…your thoughts?6 minutes – Think, pair, share Solo thinking about efficacy, teacher efficacy, and collective teacher efficacy – then share thoughts with a partner.

8 Collective Teacher Efficacy DefinedSelf-efficacy = a belief in one’s capabilities to organize and execute a course of action required to produce a given attainment Teacher efficacy = the extent to which teachers feel confident they are capable of bringing about learning outcomes Collective teacher efficacy = perceptions of teachers that the efforts of the faculty as a whole will have a positive effect on students. Bandura, 1997, p.3 – Teacher efficacy levels effect their effort, persistence, and resiliency in dealing with failure as well as stress levels in coping. Bandura, A. (1997). Editorial. American Journal of Health Promotion, 12(1), 8-10. Patricia Ashton, 1984 – one dimension is the extent to which the teacher believes students can learn material and second is personal, the extent to which a teacher believes students can learn under his/her instruction Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of teacher education, 35(5), Bandura (1977, 1986, 1997) social cognitive theory. This encompasses collective agency, people’s shared beliefs that they can work together to produce effects.

9 Roadblocks to CTE Personal ConnectionsTime: 4 minutes Talk at your table about some roadblocks to building collective teacher efficacy. What are some things you have seen in schools act as a barrier to CTE? Have you seen any possible solutions to breaking through the CTE roadblock? Be prepared to do a whip in 2 minutes. Each table will quickly share out 1 roadblock and 1 barrier. Roadblocks and solutions may not be duplicated.

10 Building a Culture to Support CTEPull from your experience and your expertise in a table discussion and use: Collaborative Culture as you know it from your work within schools Collaborative Teams as demonstrated in one of the three foundational learning packages Draw from participants’ knowledge and experience here to connect to prior learning. Apply what you know about Collaborative Culture to setting the stage for a culture to support Collective Teacher Efficacy. Ask participants to name some contributors to a collaborative culture. Participants will pull from their experience to create a shared understanding of Collaborative Culture 4 minutes Time: (culture and core CTE section takes an estimated 23 minutes total)

11 Building and Maintaining Trust within a Collaborative CultureDefining Trust: Trust is the willingness to be vulnerable to another. Five facets of trust, defined by Tschannen-Moran are: Benevolence Honesty Openness Reliability Competence A key component: Trust and Collaborative Culture – (Describe trust in an organization in this frame). Benevolence – caring, wanting others to succeed, good will Honesty – integrity, truthfulness Openness – willingness to listen and consider others’ opinions, feelings, and ideas Reliability – dependability, consistency, commitment Competence – being good at one’s job Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. John Wiley & Sons.

12 Maintaining Trust Takes Intentional Actions“Trust is one of the few variables that educational researchers have found that outstrips socioeconomic status as a predictor of student achievement.” (Tschannen-Moran, 2014) Initial trust Effective communication builds on initial trust Broken trust can be restored Initial Trust may be based on reputation, structures, shared values. Chapter 9 of Megan Tschannen-Moran’s (2014) book, Trust Matters, addresses restoring broken trust: Effective communication builds on initial trust (conditions for dialogue, partnership principles, honoring the consultant, humility, etc.). It is important to note that Broken trust can be restored: Move to slide for “TRUE NORTH” activity here. Having a Collaborative Culture where Trust is the norm is only the beginning of establishing CTE. Admit it, Apologize, Ask for Forgiveness, and Amend Your Ways. While restoring trust keep promises, address problems tactfully without publicly berating others.

13 Trust and Collaborative Culture - Are Not EnoughAsk participants to expand their feelings of trust from trust in the SIS from each RPDC region, to me. Ask them to trust you – close their eyes – and follow your directions. Spin and point true North while eyes are closed – count down from 3, 2, 1, Turn Now, open your eyes We’ll say we have trust and we have a supportive culture, but are we all headed the same direction? Collective Teacher Efficacy takes more than a collaborative culture and trust. Everyone must have commonly held goals and expectations – collaboratively moving in the same direction. Relationships are not enough. Focused, ongoing PD and specific actions on the part of principals and teacher leaders feed into improving CTE. There are several critical components to building CTE. Let’s begin to explore those.

14 Critical Components (Actions) for Creating Collective Teacher EfficacyBuild instructional knowledge and skills Create opportunities for teachers to collaboratively share skills and expertise (not just experience) Interpret results and provide actionable feedback on teachers’ performance Involve teachers in school decision making Central to creating CTE are these four actions. School leaders can: (read the four) Brinson, D., & Steiner, L. (2007). Building Collective Efficacy: How Leaders Inspire Teachers to Achieve. Issue Brief. Center for Comprehensive School Reform and Improvement. Retrieved online August 9, 2016. Why do we want to build CTE? Research shows that teachers with a strong sense of efficacy: Put more effort into planning lessons Are more open to new ideas Persevere in the face of new challenges and handle stress/cope in difficult situations

15 CTE and Student Achievement…And most importantly, CTE leads to Outcomes of Increased Student Success: CTE is a predictor of Student achievement – One unit increase in CTE is connected to more than 40% of a standard deviation in student achievement. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), In 100% of the studies reviewed by (Ramos, Silva, Ramos Fernandez, & Nina, May 2014) they found a positive correlation between CTE and student performance.

16 Model of Perceived Collective Teacher Efficacy in SchoolsSOURCES of CTE Mastery Experience Vicarious Experience Social Persuasion Affective State Analysis and Interpretations Analysis of Teaching Task Assessment of Teaching Competence Perceived CTE CONSEQUENCES of CULTURAL NORMS Effort Persistence Resilience Teacher Sense of Self-Efficacy While there are multiple graphic organizers available, this cycle of teacher efficacy graphic was adapted from the integrated model of Tschannen-Moran and Woolfolk Hoy (1998) and the collective efficacy model of Goddard and Hoy in 2004. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational researcher, 33(3), 3-13. School Leaders can Promote TE using these Sources of CTE – Mastery, Vicarious, Social Persuasion, and Affective State Perceived CTE: Goddard, Hoy, & Hoy; Tschannen-Moran (1998) perceptions of CTE are formed only after teachers weigh elements of difficulty of the teaching task in relation to perceptions of group competence Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), Consequences of perceived CTE are effort, persistence, and resilience on the part of the teacher. We will look closer at each of these parts of the cycle.

17 Sources for Building TE and CTEMastery Experiences – experience success (strongest sources) Vicarious Experiences – success modeled Social Persuasion – trustworthy source expresses confidence, specific feedback, and support Affective State – physiological affect -Mastery experience is the strongest source for building teacher efficacy. Teachers begin at a novice level and through scaffold experiences obtain the efficacy to attempt the next challenge (Eells, Meta-Analysis). When success is too easy and failure happens, discouragement sets in. We might see the same thing in gifted students with a fixed mindset (give examples here). Refer to Carol Dweck, growth vs. fixed mindset. Dweck, C. (2006). Mindset: The new psychology of success. Random House When scaffold experiences happen with feedback and support, it supports the growth mindset, and willingness to step up to new challenges. Next comes the analysis segment. -Vicarious experience refers to observations of another performing task successfully. If the observer identifies with the other teacher, they transfer, “I can do the same”. -Social persuasion is when a trusted peer or school leader shows confidence in the teacher’s abilities and also provides specific feedback and offers support. The feedback must be genuine, just as Marzano tells us that student feedback needs to be authentic. It is meaningless to praise “good job” when the subject knows otherwise and it is critical to provide specific and descriptive feedback given from a credible source. Marzano, R. J. (2003). What works in schools: Translating research into action. ASCD. Again, the feedback tied to effort, hard work toward improvement is linked to a growth mindset. -Affective state refers to the body’s response to situations, physiological cues. The teacher may feel high anxiety, which can stifle confidence. Some level of anxiety can be good in giving energy to performance. Eells, R. J. (2011). Meta-Analysis of the Relationship Between Collective Teacher Efficacy and Student Achivement (Doctoral dissertation, LOYOLA UNIVERSITY CHICAGO).

18 Cognitive Analysis and InterpretationAnalysis of the teaching task: what it encompasses and what it will take for successful learning to take place Assessment of teaching competence: what is the level of knowledge, skill, and ability of the teacher(s) Weigh task vs. competence Analysis of teaching task takes place in thinking about what the task encompasses and what it will take for successful learning to take place. Assessment of teaching competence looks at the knowledge, skill, and ability level of the teachers attempting the teaching task. Weigh task level vs. level of competence to determine level of CTE. With perceived CTE we move into the third section of the visual representation. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational researcher, 33(3), 3-13.

19 Consequences of CTE CulturePerformance of teachers with a sense of efficacy higher effort persistence resiliency Teachers give effort, show passion about teaching. They are persistent in the face of challenges and are more resilient when faced with failures. Brinson, D., & Steiner, L. (2007). Building Collective Efficacy: How Leaders Inspire Teachers to Achieve. Issue Brief. Center for Comprehensive School Reform and Improvement. Retrieved online August 9, 2016. As we saw earlier CTE is linked to increased student achievement. Results of CTE: Besides, increased student achievement, other affected outcomes linked are dropout/attendance rates, college attendance, student course selection, teacher satisfaction, teacher commitment, teacher learning & innovation, and teacher empowerment. Next we will look at some ways school leaders (administrators and teacher leaders) can work to support CTE in schools.

20 Proactive Behaviors of School Leaders With Novice TeachersWarn of implementation dip Provide feedback on performance Support teacher collaboration Assist teachers in feeling more control over professional lives (preparation = success) When school leaders work with new teachers they should: Be aware of and warn novice teachers of implementation dip (going from teacher training programs, sometimes new teachers have an elevated sense of optimism and are discouraged by teaching realities) Provide specific feedback of performance and provide opportunities for developing new skills Encourage teachers to collaborate to analyze task requirements and build skills needed Help teachers to feel more control over professional lives, with effort and planning equaling positive results (again, the growth mindset) Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2),

21 School Leaders Influence Level of CTE in Schools: Making Connections4 Questions Link “Know Thy Impact” With CTE impact of changes common concepts of progress role of educators to evaluate impact impact of teaching and how you know Collective Expertise/Group Level Attribute Frame Teachers as ACL/Provide PD Deb Masters works with John Hattie, in asking these 4 questions: Does your school discuss what you want the impact of any changes to be? Do your teachers have common conceptions of progress? Do all educators in the school believe their main role is to evaluate their impact? What is the impact of teaching in your school and how do you know? Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Collective Expertise: 1. Variability between schools is 36% and variability within schools is 64% (OECD, 2010) 2. Using both horizontal and vertical collaboration 3. Difference between Experienced and Expert teachers (expert, inspired, passionate teachers and school leaders working together to maximize effect of teaching on ALL students. Hattie, J. (2015). What works best in education: The politics of collaborative expertise. STEPS – 1)Frame the conversation and Focus on progress; 2)Agree on what one year’s progress looks like; 3)Expect at least one year of progress; 4)Develop new assessment and evaluation tools to provide feedback to teachers (coaching questions such as, “What do you see and what would you do next?”; 5)Know thy impact – evaluate impact of all adults in the school on progress of all students (environment of trust, communicate info on impact and progression and develop evaluation climate with evidence to support views with analysis, decision-making, and implementation; 6)Ensure teacher expertise in diagnosis, intervention and evaluation; 7)Use internal knowledge/ teacher sharing, modeling, etc.; 8)Study the high impact teachers and join. Interdependency (Covey): A product of the interaction dynamics of the group members – more than the sum of the individual attributes – Group’s shared belief in their combined capabilities for action required to succeed in the goal Leader’s Role (Goddard) Central Role of CE – robust sense of CE to reach potential and to promote effective instructional practice. Leaders influence level of CE in schools (Issue Brief, October, 2007) How Leaders Inspire Teachers to Achieve

22 School Leaders Support Collective Expertise Among Teachers for CTESchool is the unit of analysis, not each teacher Interdependency - outcome more than the sum Climate of trust over accountability Group shared belief in combined capabilities for action required to succeed Collaboratively strive to reach potential and promote effective instructional practice -School leaders need to look toward building health and assessing how the work as a school unit is going – not make each teacher the focal point for analysis. -In framing Collective Expertise (Hattie, 2015) we are looking at a group level attribute where interdependency is the norm and the outcome is equal to more than the sum of each individual teacher level attribute. Hattie, J. (2015). What works best in education: The politics of collaborative expertise. -A climate of trust where teachers feel safe to explore for successful teacher learning (safe to fail) -Group’s shared belief in their combined capabilities for action required to succeed in the goal -Leader’s Role (Goddard) Strive collaboratively to reach potential and to promote effective instructional practice. (Issue Brief, October, 2007) How Leaders Inspire Teachers to Achieve *School team raises all to a level of expertise.

23 Essential Questions To Contemplate: Consultants Coaching for CTEHow might we coach building leaders (principals, instructional coaches, teacher leaders, etc.) to promote Collective Teacher Efficacy in Schools? How might we coach teacher teams to promote Collective Teacher Efficacy in Schools? Time: 5 minutes The coaching expertise is in this room. Use a method to brainstorm ideas and capture collective expertise.

24 Coaching for CTE Practicing: A Case Study ApproachGet into teams of 3-5. Teams will be given a case study of a school needing CTE support for different reasons. Read your case study. Identify the underlying issue related to impeded CTE. Capture it on the handout. Time 30 minutes

25 Coaching for CTE Practicing: A Case Study ApproachCreate a 4-quarter action plan for the year including possible solutions/interventions to support & coach the school leader to build CTE. Devise a coaching script that outlines your first (Q1) meeting with the school leader to address: Underlying problem(s) Why the building is working against CTE Possible solution(s) or action step(s) to complete Participants will record plans on thumb drives and share out with the whole group.

26 Coaching for CTE Practicing: A Case Study Approach4 Minute Share Out Be prepared to share a short synopsis of your school and underlying issue along with the coaching script. All pertinent documents are loaded on the thumb drive. When your group shares, you will plug the thumb drive into the projector computer. Time: 30 minutes total 4 minutes per group (possible 6 groups)

27 Tools for Measuring Perceived Collective Teacher Efficacy in SchoolsTools for measuring CTE are available for use by PD Providers, School Leaders, and Teacher Teams. See handouts for more information. *HANDOUTS

28 Post-Reading OpportunityBuilding collective efficacy: how leaders inspire teachers to achieve, Issue Brief, October 2007, retrieved from August 9, 2016. *HANDOUT

29 Summarizing Thoughts and Reflecting on LearningSelf-reflection on learning about today’s topic. 3 – 2- 1, etc.

30 Next Steps 4 Questions Online LinkIn reflecting on what comes next, answer the four questions. Responses may be done online or hard copy. See link for online document. *HANDOUT