1. Leadership Dispositions to Grow a Positive School Climate

2. Efficacy Self Efficacy: Bandura 1977
“The conviction that one can successfully execute the behavior required to produce outcomes.”
Teacher efficacy: belief that he or she can perform the necessary activities to influence student learning

3. Collective Teacher Efficacy (Hattie 1.57 effect size)
Collective Efficacy influences:
Tasks, levels of effort, persistence, shared thoughts, stress levels and achievement of groups
Bandura 1993 demonstrated that the effects of perceived collective efficacy on student achievement are stronger than the link between socioeconomic status and student achievement

4. Productive Consequences Associated with Collective Teacher Efficacy:
Greater effort and persistence
Conveying High Expectations
Willingness to try new approaches
Increased Commitment
Enhanced Parental Involvement

5. Successful Leadership Practices
Create Opportunities for Meaningful Collaboration
Continuum of Collegial Relations
Empowering Teachers
Teacher Involvement in Decision Making
Helping Teams Interpret Results and Provide Feedback

6. Create Opportunities for Meaningful Collaboration
Structures and Processes in place for educators to come together to solve problems collaboratively
Protocols to assist in structuring the conversation in ways that help teams maintain objectivity and focus
Useful to avoid group think
Establish accountability to high quality conversations
Discussions are about solving complex problems related to student learning

7. Continuum of Collegial Relations
Story Telling,
Personal Preferences
Seeking advice or help from one colleague to another,
Individualism is sustained because conversations are surface
Sharing of methods, materials, ideas and opinions
Groundwork laid for productive conversations
Interdependence
Decide on a set of priorities,
Deliberation over difficult and recurring problems of teaching and learning

8. Leadership Protocols

9. Continuum of Collegial Relations
For Collaboration to foster collective efficacy it has to be purposefully organized
Protocols and processes that require interdependence, collective action, transparency and group problem solving
Considering a team in your school, where are they along the continuum? (storytelling, aid and assistance, sharing, or joint work?

10. Empowering Teachers Participative Decision Making
Decisions are better understood and more readily accepted
Change is more likely and lasting when teachers feel a sense of ownership and responsibility
“Where teachers have the opportunity to influence important decisions, they also have stronger belief in the cojoint capability of their faculty”

11. Teachers Involvement in Decision Making
Heightens commitments
The greater the degree of participation, the greater the influence
Successful influence improves efficacy
Example: Sharing decision making with increasing parental involvement and building relationships with the community

12. Modified: Fletcher 2003

13. Helping Interpret Results and Provide Feedback
Small teams
Meeting every 2-3 weeks
Using an explicit, data-driven structure
Set structural and instructional goals
Create a plan of action
Setting goals and creating a plan assists with a sense of efficacy because teachers are clear where they are headed and the plan to get there.

14. Flexibility CAPABILITY: Engage flexibility in thinking and behaviors
PRACTICES:
Approaching issues and problems with cognitive ability
Strategically draw upon the thinking and skills that are needed at the time to address the situation well
Awareness of what you are doing and your reasoning so that you can label it for others
Articulate, share your approach with others so that your thinking as a leaders is visible
Not seeing problems as intractable

15. Flexibility CAPABILITY: Engage flexibility in thinking and behaviors
PRACTICES:
Examining problems/issues from flexible perspectives
Regularly taking the time to examine problems/issues from the perspective of the “balcony view” before taking action
Ability to flexibly switch between a “balcony view” and a “dance floor view” in one’s approach to problems and planning

16. Closing…