Think about a team of educators you led that didn’t function quite as well as you wanted and/or hoped. What emotions come to mind? Frustration? Confusion? Disappointment? Anger? The results of a team that doesn’t believe in one another (or themselves as a whole) can be extremely frustrating, and yet, oftentimes, the impact of that dysfunction on student learning goes overlooked. However, it is vital for us, as leaders, to keep all of what we do centered around student learning, and when our teams lack collective teacher efficacy, it is the students who are impacted as much as anyone.
Building a strong sense of collective teacher efficacy is essential for creating a collaborative and thriving school environment. When teachers believe in their collective ability to positively impact student learning, the results are transformative. John Hattie’s research consistently identifies collective teacher efficacy as the top factor influencing student achievement. Simply put, to make a significant impact on student learning, fostering collective teacher efficacy is key.
Now collective teacher efficacy means much more than simply having opportunities for educators to collaborate and work together although that is a component of it. But before we can unlock the power of collective teacher efficacy, we must first establish a culture of trust. Trust is necessary because authentic teacher collective efficacy revolves around colleagues feeling safe enough to share critical feedback with each other, while not taking any of it personally.
"Trust is necessary because authentic teacher collective efficacy revolves around colleagues feeling safe enough to share critical feedback with each other, while not taking any of it personally."
As school leaders, you're often faced with the challenge of cultivating this powerful dynamic within your school culture. To support you in this endeavor, here are some actionable strategies that can help you unlock the full potential of your teaching staff.
Encourage Teachers to Observe Each Other
Getting teachers into each other’s classrooms is a game-changer. Observing peers in action provides invaluable insights and sparks new ideas in a safe and non-threatening manner. It’s not about evaluation or judgment but about learning from each other and with each other. Encourage a culture where teachers regularly watch each other teach, share critical feedback, and discuss instructional strategies. Check out this instructional rounds protocol or this lesson feedback protocol to get started.
Promote Teacher-Designed and Led Professional Development
Empower your staff by giving them ownership of their professional growth. When teachers design and lead their professional development, they are more engaged and invested. This approach also allows them to tailor PD sessions to the specific needs of your school community, making the learning more relevant and impactful. Some of the most impactful examples of these we have seen is when leaders work with their teachers to define a firm goal related to improving student outcomes and then select a focus area say, Universal Design for Learning, Restorative Practices, or SEL that allow teachers to acquire knowledge and skills to help them meet that firm goal. Next, those leaders can offer options to their staff to drive their journeys in learning the materials. Staff are given the option to register for an on-demand or facilitated course of their choice within the offerings provided and then pair their professional development with a workshop or training session.
At Mirko’s former school community in Cambridge, his team allowed staff to use early release days as choice PD time. At the beginning of the school year through surveys the faculty would identify content that they desired to learn more about. Then the team would identify a mixture of both individuals on the team with expertise in the identified areas as well as other experts in the field who could be brought in to lead sessions. This resulted in the staff feeling the professional developments were being designed for them and with them.
In the department Chris used to lead, teachers had a choice in both their focus areas for their PD as well as a choice as to when and with whom they would engage in their PD. Some chose to work solo, others in groups, and some decided to work during the school day and others on their own time after the school day. The goal was just that all teachers engaged in PD around a topic of their choice/interest while allowing them to meet the firm goals.
Facilitate Mini Shares at Faculty Meetings
Start your faculty meetings with 5-minute mini best practice shares. This practice gives teachers the chance to showcase successful strategies, share resources, or highlight student achievements. Connecting these shares to Social-Emotional Learning (SEL) or the Collaborative for Academic, Social, and Emotional Learning (CASEL) 3 framework can make these sessions even more meaningful, setting a positive tone for the rest of the meeting. Bonus! Going back to point 2, it is also a great way to learn from our peers!
Engage in Inter-Rater Reliability Work in PLCs
Professional Learning Communities (PLCs) are an excellent platform for strengthening collective teacher efficacy. One effective strategy is to engage in inter-rater reliability work by collaboratively grading student work. Have teachers assess student work from other classrooms without knowing which students they belong to. This blind grading process helps calibrate grading practices, fosters discussions on instructional strategies and ensures consistency in student assessments across the school.
Organize Team Book Studies with Discussions
Book studies offer a structured way for teams to explore new ideas and reflect on their practices together. Choose books that align with your school’s goals or address current challenges, and schedule regular discussions—either in person or online. These collective explorations deepen understanding and unite your staff around shared learning experiences, fostering a strong sense of community and shared purpose.
Universally Design Staff PD to Respect Teacher Variability
Just as we aim to meet the diverse needs of our students, we should do the same for our staff. Design your professional development sessions with Universal Design for Learning (UDL) principles in mind to respect the variability among your teachers. Provide multiple options for how they can engage in PD, ensuring they have agency in their professional growth. This approach not only honors their individual needs but also increases engagement and collective efficacy.
While strong leadership is crucial to implementing these strategies consistently, teachers can also take the initiative to integrate them into their own practice. By fostering collective efficacy, whether as a leader or as a teacher, you are laying the groundwork for a stronger, more effective teaching community. Remember, when teachers believe in their collective power, their students benefit the most. Implement these strategies, and watch your school’s culture and student outcomes transform.
Ready to unlock the potential of your team? Let's work together to build a culture of trust and collaboration.
