CTE Handouts Packet Order - Missouri EduSAILCTE Handouts Packet Order. Base Module . A - CTE...

Missouri SPDG/MMD/DCI June 2019

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CTE Handouts Packet Order Base Module A - CTE Infographic B - CTE Graphic Organizer C - CTE Flow Chart D - CTE Planning Reflection Questions E - CTE Action Plan F - CTE Practice Profile Social Network A - CTE Infographic G - CTE Efficacy Definitions and Decision Making H - Directions for Social Network Analysis E - CTE Action Plan F - CTE Practice Profile C - CTE Flow Chart D - CTE Planning Reflection Questions Teacher Leadership A - CTE Infographic G - CTE Efficacy Definitions and Decision Making I - 7 Dimensions of Teacher Leadership E - CTE Action Plan F - CTE Practice Profile C - CTE Flow Chart D - CTE Planning Reflection Questions Decision Making A - CTE Infographic G - CTE Efficacy Definitions and Decision Making E - CTE Action Plan F - CTE Practice Profile C - CTE Flow Chart D - CTE Planning Reflection Questions Teacher Inquiry A - CTE Infographic G - CTE Efficacy Definitions and Decision Making E - CTE Action Plan F - CTE Practice Profile C - CTE Flow Chart D - CTE Planning Reflection Questions

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Collective Teacher Efficacy

Purpose

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018, #H323A170020). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

Effective Teaching and Learning for ALL studentsMissouri Model Districts

Educational Systems and Instruction for Learning

MOEDU-SAIL

What is Collec�ve Teacher Efficacy (CTE)?

• extend less effort,• give up more easily,• perform at lower levels,• experience burnout more o�en,• feel isolated, and• experience more uncertainty.

Benefits• find new ways to tackle difficult

challenges,• have high expecta�ons for improving instruc�on and student learning,• are open to new ideas,• are willing to experiment,• are resilient,• work collabora�vely, and• welcome parent par�cipa�on.

When CTE is high in schools, teachers

When CTE is low in schools, teachers

instruc�onal -making acrossour building, and classrooms?

CTE capacity is built through

• collabora�ve social networks,• teacher leadership,• teacher voice in decision making & problem solving, & • collabora�ve teacher inquiry.

Why is CTE Important?

Effect Size

ZONE OF DESIRED EFFECTS

Typical

Teacher

E�ectsDevelopmental

E�ects

REVERSE

0

.15

.30 .40 .50

.60

.70

.80

.90

1.0

Collec�ve Teacher Efficacy

(1.57 effect size)

DESIRED EFFECTS .90

1.0

(Ha�e, 2017)

• Improves student performance• Builds educator confidence for

addressing the needs of all students• Enhances parent-teacher rela�onships• Fosters teacher commitment

Brinson, D. & Steiner, L. (2007)


Collective Teacher Efficacy is the perception of a group of educators about their ability to positively affect student learning.



Moedu-sail.org


Collective Efficacy

Teacher Efficacy

Self-Efficacy

Efficacy

Mastery

Vicarious

Affective

Social Persuasion

CTE Graphic Organizer


Base Collective Teacher Efficacy (CTE) Module completed?

Yes

All teachers collaborate and use data for learning?

Yes

All teachers work together to use data, collaboratively plan, and share instructional practice?

Yes

Teachers are involved in the process of decision making around data?

Yes

Teachers initiate decision making?

Yes

Teacher Inquiry Package

No

All teachers informally discuss data, share

knowledge, and observe one another?

Yes

Leadership responsibilities are

shared with teachers?

Yes

Teachers trust and problem

solve together?

Yes

Teachers feel empowered to

make decisions?

Measure Collective Teacher Efficacy Implementation

No

No

No

No

No

No

No

All teachers have opportunity to

celebrate successes and encourage

others?

No

A school observer would see our school as hierarchical?

Collaboration and Social Networks

Module

No

YesTeacher Leadership

Module

Teacher Decision Making Module

Yes

Start

Yes

Is CTE high in district/building?

Go back to start and revisit Base (CTE) Module

No

Measure and review CTE at least annuallyYes

Go back to start and revisit Base (CTE) Module

NOTE: When a learning module is complete return to START.

For all yes responses record evidence in a separate document.

Missouri SPDG/ MMD/DCI June 2019




CTE Planning Reflection Questions

Directions: Use these reflection questions to help prioritize which CTE Focus Modules might benefit your school district. A yes response would indicate that you already have a strong culture of this in your school/district. A no response would indicate that there is information in this module that would be helpful to you and your school/district. Considerations for sharing information from CTE Base Package with all staff

❑ Do all teachers have a combined belief that teachers have a major impact on learning? ❑ Do all teachers have opportunity to celebrate successes and encourage each other?

Considerations for Collaboration and Social Networks Focus Module

❑ Do all teachers collaborate and use data for learning? ❑ Do all teacher informally discuss data, share knowledge, and observe one another? ❑ Do all teachers have opportunity to celebrate successes and encourage each other? ❑ Are all teachers involved in two or more teams/work groups? ❑ Do teachers collaborate across grade levels/contents?

Considerations for Teacher Leadership Focus Module

❑ Are leadership responsibilities shared by teachers? ❑ Is it difficult to know a hierarchy in decision making? ❑ Do teachers provide professional development for each other? ❑ Do teachers participate in professional organizations? ❑ Are there strong family-professional partnerships?

Considerations for Teacher Decision Making and Problem-Solving Focus Module

❑ Is there a general sense of trust among the teachers? ❑ Do teachers work together to solve problems? ❑ Do teachers use a problem-solving orientation when faced with challenges? ❑ Do teachers feel empowered to make decisions? ❑ Do teachers have meaningful opportunities to provide input into decisions?

Considerations for Collaborative Teacher Inquiry Focus Module

❑ Are all teachers involved in the process of decision making around data? ❑ Do teachers initiate decision making? ❑ Is time allocated for data-based decision making? ❑ Are teachers use a protocol for decision making meetings? ❑ Do teachers work collaboratively to process data?





Next Steps: Actions = Results Content Focus ☐Social Networks ☐Teacher Leadership ☐Teacher Decision Making ☐ Teacher Inquiry School: _________________________ Date Next Steps Form Written: _______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned

What?

Responsible Person(s)

Who?

Timeline

When?

Resources/Support Needed Results

So What?




Collective Teacher Efficacy (CTE) Practice Profile

Essential Function Exemplary Implementation Proficient

Close to Proficient (Skill is emerging, but not

yet to proficiency. Coaching is

recommended.)

Far from Proficient

(Follow-up training and coaching are critical.)

1

District/Building leaders provide opportunities for teachers to experience the four sources of efficacy, and teachers have a combined belief that they have a major impact on student learning.

85% of teachers report that within the last 12 months, they have met 5 criteria for efficacy. • They have successfully implemented a new instructional

strategy or practice learned in training (affective state). • They have received feedback and encouragement regarding

the implementation of an instructional strategy or practice learned in training (social persuasion).

• They have seen others in their building implement a new instructional strategy or practice learned in training (vicarious experience).

• They have collected informal or formal data to indicate they have successfully implemented a new instructional strategy or practice learned in training (mastery experience).

• They report they have the resources and support needed to make a major impact on student learning.

70% of teachers report that within the last 12 months they have met 5 criteria.

50% of teachers report that within the last 12 months they have met 5 criteria.

Fewer than 50% of teachers report that within the last 12 months they have met 5 criteria.

2

District/Building leaders provide opportunities for teacher collaboration that encourages the development of social networks focused on improving instructional practice.

85% of teachers report having met 4 criteria. • They participate in conversations with other teachers about

ways to improve instruction 3 or more times per week. • Their collaborative conversations with other teachers are

helpful for improving instructional practice. • They are part of formal and informal collaborative social

networks. • They experience shared leadership within teams.

70% of teachers report having met 4 criteria.

50% of teachers report having met 4 criteria.

Fewer than 50% of teachers report having met 4 criteria.




Collective Teacher Efficacy (CTE) Practice Profile

3

District/Building leaders design school structures, promote professional development, and allot time in ways that support the development of teacher leadership.

85% of teachers participate in school leadership opportunities through • work focused on school and/or district improvement, • professional development provided by themselves and/or

colleagues, • work focused on strengthening school and/or district

curriculum, • opportunities to participate in professional organizations,

and • work focused on family/community partnerships.

70% of teachers participate in school leadership opportunities through 5 criteria.

50% of teachers participate in school leadership opportunities through 5 criteria.

Fewer than 50% of teachers participate in school leadership opportunities through 5 criteria.

4

District/Building leaders establish a climate that values teacher voice in decision making

Regarding major decisions in their school, 85% of teachers report the following 5 criteria occur • the decision-making process is transparent, • the decision-making process includes opportunities for

teachers to share their ideas and expertise, • they believe they had an influential voice in decisions, • they trust those in the decision-making role, and • a collaborative problem-solving approach is used to generate

ideas/solutions.

Regarding major decisions in their school, 70% of teachers report the 5 criteria.

Regarding major decisions in their school, 50% of teachers report the 5 criteria.

Regarding major decisions in their school, fewer than 50% of teachers report the 5 criteria.

5

District/Building leaders design intentional supports that promote collaborative teacher inquiry.

85% of teachers participate in collaborative inquiry that includes the following 6 criteria. • has a formal structure (meeting times, teams, and process

are defined), • builds consensus around compelling problems of instruction, • involves collaborative collection and analysis of data relevant

to the identified problem of instruction, • results in collective commitment to a plan to address student

needs, • results in evaluation of the plan and further adjustments, and • improves teachers’ understanding and teaching practices.

70% of teachers participate in collaborative inquiry that includes the 6 criteria.

50% of teachers participate in collaborative inquiry that includes the 6 criteria.

Fewer than 50% of teachers participate in collaborative inquiry that includes the 6 criteria.




Efficacy Definitions and Decision Making Types of Efficacy How does this type of efficacy impact teacher decision making and problem-solving?

Efficacy

Self-Efficacy

Teacher Efficacy

Collective Efficacy





Directions for Social Network Analysis Experiment

1. Have participants fold a paper blank sheet of paper into 3 columns.

2. In their left most column, each person lists the names of the last 10 people with whom they have talked or texted.

3. In the second column to the right, ask them to write their relationship to each person on their list. For example, was that your husband, your brother, your best friend, your trainer?

4. In the third column, ask them to write out the name of the person who introduced them to that person (if someone did and they could remember who it was). For example, if the person in your list is your child’s teacher, and your husband introduced you to your child’s teacher, you would write down “husband” in the 3rd column for that entry.

5. Creating this list will take about 5-7 minutes. [Ask if there are any insights from the list they have just created. Are there any patterns in who they talk with, who introduced them to other people, etc?] Discuss how there is often an individual that brings the different groups together. Can the identify this person?

6. Then flip the paper over. On the other side, ask them to draw a large circle taking up the size of the paper and list the 10 people they had last spoken to (the same 10 that are on in the first column on the other side of the sheet) so that they are spread out all over the circle. Tell them to then draw lines between people who know each other.

Little clusters or small groupings will most likely emerge within their circles. Point this out.

7. Form groups of two, 3 or 4 participants. Ask them to place their networks side-by-side and draw lines between people across the networks. This should take about 5 minutes or less.

8. Ask participants to look at how interconnected their networks are – who are the people who bridge the networks? How dense are the networks? Remind them, this is an exercise and may not reflect their actual social networks. Later, they will think about the actual social networks in their building.

9. Reiterate: Schools with dense networks (many relationships) tend to have high levels of collective efficacy.



Adapted From: York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research,74(3), 255-316. Missouri SPDG/MMD/DCI June 2019


7 Dimensions of Teacher Leadership

Dimension

Examples

Coordination, Management

• Coordinating daily schedules and special events • Participating in administrative meetings and tasks • Monitoring improvement efforts • Handling disturbances

School or District Curriculum Work

• Defining outcomes and standards • Selecting and developing curriculum

Professional Development of Colleagues

• Mentoring other teachers • Leading workshops • Peer coaching • Modeling • Encouraging

Participate in School Change/Improvement

• Taking part in school-wide decisions • School change activities • Action research • Group learning activities

Parent/Community Involvement

• Encouraging parent participation • Partnerships • Working with community organizations

Contributions to the Profession

• Participating in professional organizations • Being politically involved

Preservice Teacher Education

• Partnerships with colleges and universities to prepare future teachers.


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