Module 4 - Collective Teacher Efficacy

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Despite studying and reading about countless teaching strategies, frameworks, and programs, I was shocked to learn that collective teacher efficacy tops the list of having the strongest influence on student achievement (Corwin Visible Learning Plus, 2019). According to Donohoo, collective teacher efficacy (CTE) "refers to a staff’s shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged and/or disadvantaged" (2017). I have come across many articles that talk about the positive relationships and environments teachers need to create within their classroom. But what stands out to me about CTE is that it directly tells us that staff need to do more than just work on their classrooms in isolation. In fact, the research on CTE tells us that staff teams who foster positive and goal-oriented relationships with each other can be the most impactful aspects of a students' educational experiences. 

Group of People Seated around a Table Having a Discussion. Retrieved from https://www.canva.com/photos/MADyQ-pixDs-group-of-people-seated-around-a-table-having-a-discussion/


Professor John Hattie, in this interview, makes intentional effort to clarify that CTE is not just about a feeling or teachers "having confidence" in themselves and their students (2017). CTE requires that teachers: fundamentally understand that teachers cause learning, work together, have high-expectations, and find evidence of their impact (Hattie, 2017). Not only does this help teachers become more equipped to support students, but it helps students to feel that their goals are achievable - which then can lead to actualization of such goals. 

An Example of CTE

The effect of CTE is exemplified in a heart-warming story told by a fellow Queen's University peer, Allison Howard. Howard recounts her own high school experience. Although she had high grades, she did not feel "exceptionally intelligent." However, Howard states that her success in the AP/Honours program can be attributed to her teachers' "high expectations,... passion for teaching,... enthusiasm,... effort, [and] support" (2021). Howard's example underlines that not just disadvantaged students can benefit from CTE, all students, even ones who are already high-performing, have something to gain from CTE. 

Enabling Conditions for CTE

Donohoo shares 6 enabling conditions (2017) that can help promote CTE in schools. These include:

  1. Advanced Teacher Influence
  2. Goal Consensus
  3. Teachers’ Knowledge About One Another’s Work
  4. Cohesive Staff
  5. Responsiveness of Leadership
  6. Effective Systems of Intervention

Although Donohoo acknowledges that having these conditions does not guarantee CTE to take place, they can certainly be a starting point for administrators and staff. From what I have learned, I believe that what makes collective teacher efficacy so impactful is that it tells our students, in a way, that they worth the effort staff put into them, that they deserve to learn, and that they simply can. 

References:

Corwin Visible Learning Plus. (June 2019). Visible LearningTM 250+ Influences on Student Achievement. Accessed 8 April 2021 from https://us.corwin.com/sites/default/files/250_influences_chart_june_2019.pdf

Donohoo, J. (9 January 2017). "Collective Teacher Efficacy: The Effect Size Research and Six Enabling Conditions." The Learning Exchange. Accessed 8 April 2021 from https://thelearningexchange.ca/collective-teacher-efficacy/

Hattie, J. (2017). "HATTIE: Collective Efficacy." Challenging Learning. Vimeo Video. Accessed 8 April 2021 from https://vimeo.com/267382804

Howard, A. (4 March 2021). Module 4: Collective Efficacy [Online Discussion Post]. Queen's University CONT 941 003. Accessed 8 April 2021 from https://onq.queensu.ca/d2l/le/516632/discussions/posts/13076397/ViewAttachment?fileId=8220511


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