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1 Building a World Class School Teaching with your Strengths Loretta Abbasi Al Ihsan School of Excellence Cleveland, Ohio.

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Presentation on theme: "1 Building a World Class School Teaching with your Strengths Loretta Abbasi Al Ihsan School of Excellence Cleveland, Ohio."— Presentation transcript:

1 1 Building a World Class School Teaching with your Strengths Loretta Abbasi Al Ihsan School of Excellence Cleveland, Ohio

2 2 Teaching with your Strengths Action Research Study of Teacher Efficacy Teaching with your Strengths Workshop Teacher Supervision Model

3 3 What makes a World Class School? 1. Qualified Teachers 2. Institutional Integrity 3. Good Curriculum 4. Strong Leadership 5. Resources

4 4 73% of Americans believe the biggest problem facing America is a lack of qualified teachers.

5 5 What do great teachers do differently? “While their styles and approaches may differ, all great teachers make the most of their natural talents” They discover what they do best and they do it continuously.

6 6 Purpose of the study Need for Effective Teachers Need for Qualified Teachers Keep them! Strengths Based Supervision Model

7 7 Can teachers develop a better perception of self-efficacy when they learn to apply their natural talents and strengths?

8 8 Review of the Literature Self Efficacy Teacher Efficacy Student Efficacy Collective Efficacy

9 9 Self Efficacy A person’s judgment about his or her capability to organize and execute a course of action that is required to attain a certain level of performance. Mastery Experience Modeling Vicarious Experience Verbal Persuasion

10 10 Teacher Efficacy A teacher’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context. A teacher’s level of TE effects their student’s level of SE. Teachers with high levels of TE exert more effort. Teachers with high levels of TE are more persistent in times of difficulties. Teachers with high levels of TE are more resilient. Teachers with high levels of TE cope with stress.

11 11 Student Efficacy A student’s belief or judgment that she/he can learn. Students with high levels of SE have higher academic achievement. Students with high levels of SE have higher motivation. Students with high levels of SE select more challenging tasks. Students with higher levels of SE put forth more effort. Students with higher levels of SE have a higher rate of persistence. Students with the same academic skills perform better with High Efficacy.

12 12 Collective Efficacy The perceptions of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students. Institutional Integrity Collegial Leadership Teacher Affiliation Academic Emphasis Resources

13 13 Methodology Teaching with your Strengths Collaborative Teacher Retreat The Q12 Teacher Efficacy Scale

14 14 Teaching with your Strengths Positive Psychology Clifton Strengths Finder Strengths Based Schools Team Building

15 15 The Q Do you know what is expected of you at work? 2. Does the mission of your company make you feel your job is important? 3. Do you have a best friend at work? 4. Are your associates committed to doing quality work? 5. In the last year, have you had opportunities at work to learn and grow? 6. In the last 7 days, have you received recognition or praise for doing good work?

16 16 7. At work do your opinions seem to count? 8. In the last 6 months, has someone at work talked to you about your progress? 9. Does your supervisor, or someone at work, seem to care about you as a person? 10. Is there someone at work who encourages your development? 11. Do you have materials and equipment you need to do your work right? 12. At work do you have the opportunity to do what you do best?

17 17 The Gallup Engagement Hierarchy How can we grow? Do I belong? What do I give? What do I get? Growth Teamwork Management Support Basic Needs Q12. Opportunities to learn & grow. Q11. Progress in last six months. Q10. I have a best friend at work. Q09. Coworkers committed to quality. Q08. Mission/Purpose of company. Q07. At work, my opinions seem to count. Q06. Someone at work encourages my development. Q05. Supervisor/Someone at work cares. Q04. Recognition last seven days. Q03. Do what I do best every day. Q02. Materials and equipment. Q01. I know what is expected.

18 18 The Gallup Path

19 19 Lack of Cohesiveness

20 20 Teamwork

21 21 Supervision Model Managers who create environments in which employees are able to make the most of their talents have more productive work units with less employee turnover. Studies show that strengths-based development increases self confidence, direction, hope, and altruism.

22 22 Participants 10 Teachers from Al Ihsan School 9 Teachers from Universal Academy of Pittsburgh 1 Parent Volunteer / Gallup Consultant

23 23 Findings

24 24

25 25 Teacher Interviews Has your teaching changed after discovering your strengths and attending the workshop? More Cooperative Behaviors amongst Teachers. Higher Feelings of Teaching Methods Knowledge. Show Promise in Desire to Learn & Grow.

26 26 Limitations Teacher Efficacy Survey Lacks Clarity Two Factors are Problematic & Unstable Efficacy Measurements are not Specific Better Measures Need to be Developed

27 27 Conclusions Teachers may be able to understand student strengths and individual needs as a result of understanding their own talents and strengths. As a result, they may develop higher levels of Teacher Efficacy

28 28 Future Implications Explore effects of teacher efficacy and teacher attrition. Explore collective efficacy and external factors.

29 29 The Bottom Line Research has shown that the single most important factor in teacher retention and teacher effectiveness is a high sense of teacher’s self efficacy. (Johnson, 2005)


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