1. Collective Efficacy

2. The Impact of Staff Development on Practice
Training Component
Awareness of Concept
Skill Attainment
Classroom
Application
Presentation of Theory
85%
15%
5-10%
Modeling
18%
Practice & Low Risk Feedback
80%
10-15%
Study Teams
Peer Visitation
90%
80-90%
Adapted from research of Bruce Joyce & printed in the NSDC Standards for Staff Development.

3. Self-Efficacy What is it?
“Self-efficacy is the belief in one’s capabilities to organize and execute the sources of action required to manage prospective situations.”
Bandura, 1986

4. And what researchers have learned is powerful!
Efficacy Research
Attempts to discover how beliefs about effectiveness affect actual performance…
And what researchers have learned is powerful!

5. Why is efficacy important?
Efficacy beliefs determine…
whether thinking is
erratic or strategic
optimistic or pessimistic
what courses of action people choose
goals people set and commitment to them
how much effort they put forth
their expectations of success
perseverance in the face of obstacles and failure
their resilience to adversity
how much stress and depression they experience
AND the accomplishments they realize

6. In other words, it is the psychological research that proves -
Perception IS reality

7. OR

8. “Whether you believe you can do a thing or nor, you are right
“Whether you believe you can do a thing or nor, you are right.” - Henry Ford

9. Collective Teacher Efficacy
What is it?
“Collective efficacy in a school is the perceptions of teachers that the faculty as a whole can execute courses of action required to positively affect student achievement … ”
“in other words, the school sees itself as an effective agent of change.”

10. What does research tell us about its impact on student achievement?
student achievement is significantly and positively related to collective efficacy
collective efficacy has a greater effect on student achievement than does student socioeconomic status
one unit increase in a school’s collective teacher efficacy scale score is associated with
8.62 point average gain in student mathematics achievement
8.49 point average gain in reading achievement

11. “...collective efficacy is the key organizational variable in facilitating student achievement…it will have the strongest independent influence on achievement.”
Smith, Hoy, & Sweetland, 2001

12. What does research tell us about why high efficacy improves student achievement?
When collective efficacy is high, teachers in a school -
believe they can reach their students and that they can overcome negative external forces
are more persistent in their efforts
plan more
accept personal responsibility for student achievement
are not discouraged by temporary setbacks

13. What does research tell us about why high efficacy improves student achievement?
efficacious schools are more likely to
accept challenging goals
demonstrate stronger effort
persist in efforts to overcome difficulties and succeed
Weak collective efficacy is likely to lead to
reduced effort
propensity to give up when things get tough

14. “…there is strong reason to lead schools in a direction that will systematically develop teacher efficacy; such efforts may indeed be rewarded with continuous growth in not only collective teacher efficacy but also student achievement.” Goddard, Hoy, & Woolfolk Hoy, 2000

15. What does research tell us about what improves efficacy?
“…once established, the collective efficacy of a school is a relatively stable property that requires substantial effort to change.”
Four kinds of experiences impact efficacy beliefs
Mastery experience
Vicarious experience
Social Persuasion
Emotional arousal/affective state

16. What does research tell leaders about how to improve efficacy?
Mastery experience
create situations in which teachers can succeed with students
action research projects
Vicarious experience
role models to demonstrate how skills are applied to achieve successful outcomes
discussions with colleagues about success - “what works”

17. What does research tell leaders about how to improve efficacy?
Teachers can be changed by
Talks
Workshops
professional development
feedback about progress and achievement.
Verbal persuasion alone is not potent - requires
positive direct experience
models of success
then can and does influence efficacy beliefs.

18. What does research tell leaders about how to improve efficacy?
Organizational Affective State
Efficacious schools tolerate
pressure
conflicts
functioning effectively
Behavior of school leaders key influence - either positive or negative
calm leadership in conflict
limits misinterpretation of events
over- or under-reaction.

19. These “conclusions are powerful ones that offer great hope to schools struggling to increase student achievement and overcome the association between socioeconomic status and achievement.” Goddard, Hoy, & Woolfolk Hoy, 2000