1. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
Collective Teacher Efficacy
Carla Williams
Coming Soon!    
Getting Started with MMD

2. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat    
Collective Efficacy
Getting Started with MMD

3. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat    
An individual's belief in his or her capacity to execute behaviors necessary to produce specific performance and goal attainment
Reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment
Getting Started with MMD

4. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat    
Getting Started with MMD

5. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat    
Teacher efficacy is one’s confidence in his/her ability to promote students’ learning.
Teachers with a stronger sense of efficacy:
tend to exhibit greater levels of planning and organization;
are more open to new ideas and are more willing to experiment with new methods to better meet the needs of their students;
are more persistent and resilient when things do not go smoothly;
are less critical of students when they make errors; and
are less inclined to refer a difficult student to special education.
A group or team with collective efficacy…
has a shared belief in its combined capabilities to attain their goals and accomplish desired tasks;
involves the belief or perception that an effective collective action is possible to address a problem.
Getting Started with MMD

6. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat    
Collective teacher efficacy (CTE) is a perception of teachers in a school that the efforts of the faculty will have an effect on student learning.
CTE has the potential to explain the differential effect schools have on student achievement.
Getting Started with MMD

7. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat    
To Say: These are the expected learner outcomes for today’s session…(address slide content).
Next, we will begin to formulate mental models around the concepts foundational to Collective Teacher Efficacy.
Getting Started with MMD

8. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
Self Efficacy Teacher Efficacy Collective Efficacy Collective Teacher Efficacy   
“When it comes right down to it, a teacher really can’t do much because most of a student’s motivation and performance depends on his or her home environment.”
“If I try really hard, I can get through to even the most difficult or unmotivated students” (Armor et al., 1976, in Henson, 2001). 
Teacher efficacy— “teachers’ confidence in their ability to promote students’ learning” (Hoy, 2000)—was first discussed as a concept more than 30 years ago when these two items were included in studies conducted by researchers at the Rand Corp.
Teachers were asked to express their degree of agreement or disagreement with each of the two statements and their responses initiated the concept of teacher efficacy.
suggested powerful effects from the simple idea that a teacher’s belief in his or her ability to positively impact student learning is critical to actual success or failure in a teacher’s behavior” (Henson, 2001).
Getting Started with MMD

9. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
What are the sources of efficacy?    
Mastery experience: teachers’ interpretations of performance successes and failures affect perceived self-efficacy and can influence motivation to engage in professional development activities.
Verbal persuasion: teachers who are persuaded verbally that they possess the capabilities to master skills and strategies for overcoming challenges in the classroom are more likely to extend and sustain greater effort than if they dwell on past failures.
Vicarious experience: teachers at any career stage may benefit greatly from professional development that involves competent and credible models. Modeling that exhibits effective teaching and coping strategies can boost the efficacy of beginning teachers, but also the efficacy of experienced teachers if the models teach them even better ways of doing things.
Interpretation of physiological and affective states: acknowledging the role of physiological indicators—like stress—in teachers’ efficacy is important since positive emotions can raise efficacy beliefs and increase the likelihood that teachers will choose to engage in more challenging tasks, such as new skill or strategy development through professional learning opportunities.
Getting Started with MMD

10. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
Mastery Experience
Directly experiencing success is the strongest of the sources, and these experiences build self-efficacy.
(A teacher experiencing failure undermines efficacy.)    
ahttps://storycorps.org/listen/al-siedlecki-and-lee-buono/ doctor calls his high school science teacher to say thanks
former student whose mother died recalls a teacher who said she was there for him
teacher disrespected on first day; challenged; now wouldn’t leave for anything
Getting Started with MMD

11. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
From StoryCorps® on NPR    
ahttps://storycorps.org/listen/al-siedlecki-and-lee-buono/ doctor calls his high school science teacher to say thanks
former student whose mother died recalls a teacher who said she was there for him
teacher disrespected on first day; challenged; now wouldn’t leave for anything
Getting Started with MMD

12. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
VICARIOUS EXPERIENCE 
Having a vicarious experience is the second most powerful means.
Teachers observe other teachers succeed and transfer a sense that they, too, can succeed. This could be from:
Direct observation during a site visit
Watching videos
Networking and collaboration
Reading about a strategy, skill, or practice   
Free Up Fridays
Teaching Channel
Getting Started with MMD

13. Gradual Release of Responsibility
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
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□ Noon Lunch &
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@MoModelDistricts
#MMDChat
Gradual Release of Responsibility    
Video Provided by: Raytown School District.
Getting Started with MMD

14. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
SOCIAL PERSUASION  
Social persuasion occurs when a trustworthy source expresses confidence, gives specific feedback, and/or offers support.  
n. In a school setting, this could take the form of either pep talks or feedback that highlights effective teaching behaviors while providing constructive and specific suggestions for ways to improve. However, such “persuasion” is likely to lose its positive impact if subsequent teacher experiences are not positive
Getting Started with MMD

15. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
AFFECTIVE STATES
A physiological effect occurs.
Feelings of excitement are integral to perceptions of capability.
The emotional tone of the organization also impacts one’s perception of capability.
(Feelings of anxiety are associated with a perception of incompetence.)    
Interpretation of physiological and affective states: acknowledging the role of physiological indicators—like stress—in teachers’ efficacy is important since positive emotions can raise efficacy beliefs and increase the likelihood that teachers will choose to engage in more challenging tasks, such as new skill or strategy development through professional learning opportunities.
Getting Started with MMD

16. How Do We Develop CTE Capacity?
□ 7:00a Breakfast
□ 8:00a Welcome
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@MoModelDistricts
#MMDChat
How Do We Develop CTE Capacity?
1. Collaboration and Social Networks
2. Teacher Leadership
3. Teacher Voice in Decision-Making and Problem-Solving
4. Collaborative Teacher Inquiry
Professional Learning and Peer Coaching    
Hoy (2000) views the school setting itself—especially the ways in which teachers new to the profession are socialized—as having a potentially powerful impact on a teacher’s sense of efficacy
Getting Started with MMD

17. Self-Reflection Pair, Square
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat
First in your school/district setting:
1. What was a time you felt a sense of efficacy? What experiences can you share that connect with each of the descriptions
Mastery experience
Vicarious experience
Social persuasion
Affective states
Second, as you continue or prepare to begin the MMD:
1. What was a time you felt a sense of efficacy? What experiences can you share that connect with each of the descriptions    
Self-Reflection Pair, Square
Share first at table with a partner; then share at tables or in quads, depending on the size of the group. If time, share out an example or two of each. Consider stand up, hand up, pair up to have a group or quad share out the most powerful.
Getting Started with MMD

18. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat 
Parting Thought
Alice:
This is impossible.
The Mad Hatter:
Only if you believe it is.   
Getting Started with MMD

19. Pygmalion Effect Amplified
Teacher Beliefs about their students (x 20 students)
Teacher actions towards their students (x20 students)
Student Beliefs about their own capabilities (x 1 belief)
Student actions in school and life
Student Outcomes in school and life
Teacher Beliefs about their students (x 60 students)
Teacher actions towards their students (x60 students)
Student Beliefs about their own capabilities (x 60 belief)
Student actions in school and life
Student Outcomes in school and life
Teacher Beliefs about their students (x 360 students)
Teacher actions towards their students (x360 students)
Student Beliefs about their own capabilities (x 360 beliefs)
Student actions in school and life
Student Outcomes in school and life
Pygmalion Effect in School:
Research shows that positive expectations will influence performance positively. ... In educational circles, this has been termed the Pygmalion Effect, or more colloquially, a self-fulfilling prophecy.
If a school staff shares a sense of collective efficacy then they have a greater likelihood of positively impacting student learning over and above other influences.  CTE is beyond three times more powerful and predictive of student achievement than socio-economic status(0.52). It is more than double the effect of prior achievement (0.65) and more than triple the effect of home environment and parental involvement (0.52 & 0.49).  It is also greater than three times more likely to influence student achievement than student motivation and concentration, persistence, and engagement (0.48).
3 Teachers:
1 Team
18 Teachers: 1 School
1 Teacher
The Power of Belief is amplified as it moves from
1 teacher to 1 teacher team to 1 school.

20. Getting Started with MMD
□ 7:00a Breakfast
□ 8:00a Welcome
□ 8:30a Orientation
□ 9:00a Getting Started
with MMD
□ 10:00a Break
□ 10:20a Getting Started
(cont)
□ Noon Lunch &
Collaboration
Wed 
@MoModelDistricts
#MMDChat 
Coming August 2018!   
Getting Started with MMD