Desired outcome from the Missouri Collaborative Work ...

Professional Development to Practice Coaching for Collective Teacher Efficacy Beginning the Conversation Shared Learning September 7, 2016 Carla Williams and Jan Davis The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US

Professional Development to Practice Hattie 2015 Effect Size Research Top 10 influences and effect sizes related to student achievement 1.62 Teacher estimates of achievement 1.57 Collective teacher efficacy 1.33 Self-reported grades

1.28 Piagetian programs Conceptual change programs Response to intervention Teacher credibility 0.9 0.9 Micro teaching 0.88 0.88

0.88 Cognitive task analysis 0.87 Classroom discussion 0.82 0.82 1.44 1.44 1.28

Hattie: The Applicability of Visible 1.28 Learning to Higher Education 1.16 2015 (n=195) Hattie: Visible Learning for 1.07 2011 (n=150) Teachers 1.07 Hattie:Visible Learning 2009 (n=138) Professional Development to Practice

Agenda Topic Introduction, Agenda, and Expected Learner Outcomes Pre-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 Professional Development to Practice

Collective Teacher Efficacy (CTE) Learner Outcomes The 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 Pre-Reading Article Professional Development to Practice

-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 Consultant Comments Connected to Collective Teacher Efficacy Professional Development to Practice Professional Development to Practice

Whats In a Definition? Collective Teacher Efficacy your thoughts? Professional Development to Practice Collective Teacher Efficacy Self-efficacy Defined = a belief in ones 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 Professional Development to Practice Roadblocks to CTE Personal Connections Professional Development to Practice Building a Culture to Support CTE Pull 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 Building and Maintaining Trust within a Collaborative Culture Defining Trust: Professional Development to Practice Trust is the willingness to be vulnerable to

another. Five facets of trust, defined by Tschannen-Moran are: 1. Benevolence 2. Honesty 3. Openness 4. Reliability 5. Competence Professional Development to Practice 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 Trust and Collaborative Culture Are Not Enough Professional Development to Practice Critical Components (Actions) for Creating Teacher Efficacy

Collective Build instructional knowledge and Professional Development to Practice 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 Professional Development to Practice

CTE and Student Achievement Model of Perceived Collective Teacher Efficacy in Schools Professional Development to Practice SOURCES of CTE

Mastery Experience Vicarious Experience Social Persuasion Affective State Analysis and Interpretations Perceived CTE Analysis of Teaching Task Assessment of Teaching Competence CONSEQUENCES of

CULTURAL NORMS Effort Persistence Resilience Teacher Sense of Self-Efficacy Professional Development to Practice Sources for Building TE and CTE Mastery Experiences experience success (strongest sources) Vicarious Experiences success

modeled Social Persuasion trustworthy source expresses confidence, specific feedback, and support Affective State physiological affect Professional Development to Practice Cognitive Analysis and Interpretation Analysis 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 Professional Development to Practice Consequences of CTE Culture Performance of teachers with a sense of efficacy higher effort persistence resiliency Proactive Behaviors of School Leaders With Novice

Teachers dip Warn of implementation Professional Development to Practice Provide feedback on performance Support teacher collaboration Assist teachers in feeling more control over professional lives (preparation = success) School Leaders Influence Level of CTE in Schools: Making Connections 4 Questions

Link Know Thy Impact Professional Development to Practice 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 School Leaders Support Collective Expertise Among for CTE SchoolTeachers is the unit of analysis, not Professional Development to Practice 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 Essential Questions To Contemplate: Consultants Coaching for CTE How might we coach building leaders Professional Development to Practice (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? Coaching for CTE Practicing: A Case Study Approach Get into teams of 3-5. Professional Development to Practice 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. Coaching for CTE Practicing: A Case Study Approach Create a 4-quarter action plan for the Professional Development to Practice 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 Professional Development to Practice Coaching for CTE Practicing: A Case Study Approach

4 Minute Share 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

Out Professional Development to Practice Tools for Measuring Perceived Collective Teacher Efficacy in Schools Professional Development to Practice Post-Reading Opportunity Professional Development to Practice Summarizing Thoughts and

Reflecting on Learning Professional Development to Practice Next Steps 4 Questions Online Link

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