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The Teacher Credibility and Collective Efficacy Playbook, Grades K-12 - Book Cover Look Inside
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The Teacher Credibility and Collective Efficacy Playbook, Grades K-12

By: Douglas Fisher, Nancy Frey, Dominique Smith

Jumpstart learning and achievement in your classroom by increasing your credibility with students and the collective efficacy of the team of educators at your school. 
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071812549
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2020
  • Page Count: 280
  • Publication date: April 23, 2020

Price: $32.95

Price: $32.95
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Description

Description

Explore the powerful synergy between your credibility with students and your collective efficacy as a member of a team. 

What’s the connection between teacher credibility and collective efficacy in schools? Highly credible teachers can’t reach their full potential without engagement in a collective of other teachers. And collective efficacy is difficult to achieve when teachers are not credible with their students. 

The Teacher Credibility and Collective Efficacy Playbook illuminates the connection between teacher credibility and collective efficacy and offers actions educators can take to improve both. When you increase your credibility with students, student motivation rises. And when you have evidence of your ability to impact student learning, and partner with other teachers to achieve this, your students learn more. 

A one-stop resource for educators intent on improving teacher practice, this powerful guide includes: 

  - Specific actions teachers can take to become more trustworthy, competent, dynamic, and responsive in the eyes of students, and more confident impacting learning as a member of a team

  - Coaching videos from the authors that outline key concepts, share thinking and experiences, and challenge teachers to take  steps to build credibility and collective efficacy

  - Tools for teams to use to polish their collective effectiveness through better communication and problem-solving

   - Reflective writing prompts, pause and ponder tasks, self-assessments, and data collection tools that help teachers grow professionally

Jumpstart learning and achievement in your classroom and school by increasing your credibility with students and the collective efficacy of the team of educators at your school. 

 

Author(s)

Author(s)

Douglas Fisher photo

Douglas Fisher

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Nancy Frey photo

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
Dominique Smith photo

Dominique Smith

Dominique Smith, Ed.D. is Chief of Educational Services and Teacher Support at Health Sciences High and Middle College in San Diego, CA. He is passionate about creating school cultures that honor students and build their confidence and competence. Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In addition to his school leadership responsibilities, Smith provides professional learning to K–12 teachers in groups large and small, on many topics that address classroom and school climate and organization. He is a regular presenter at many conferences, including Empower (ASCD's annual conference). Smith holds his doctorate in Educational Leadership from San Diego State University with a focus on equity and a Master's degree in social work from the University of Southern California. He also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. He is the winner of the National School Safety Award from the School Safety Advocacy Council. He delivered a TED Talk in 2018 about building relationships between students and teachers.

Table of Contents

Table of Contents

List of Videos


Foreword


Acknowledgments


Introduction: Linking Teacher Credibility and Collective Efficacy

     Teacher Credibility

     Collective Teacher Efficacy

     When Teacher Credibility and Collective Efficacy Collide

     When Teacher Credibility and Collective Efficacy Thrive

     The Long-Term Implications of Teacher Credibility and Collective Efficacy

     A Chain Is as Strong as Its Weakest Link

     The Organization of This Book

Chapter 1: Teacher Credibility and Collective Efficacy

     What Students Remember

     Teacher Credibility Defined

     Collective Teacher Efficacy

     Dimensions of Collective Efficacy

     Concluding Thoughts About Teacher Credibility and Collective Efficacy

Chapter 2: Trust

     Creating and Maintaining Trust With Students

     Trust Defined

     A Measurement of Trust

     Use Trust Data to Take Action

     Regain Trust When It Has Been Damaged

     Use Trust to Build Teacher-Student Relationships

     Six Easy Actions for Building Teacher-Student Relationships

     Collective Efficacy and Trust

     Concluding Thoughts About Trust

Chapter 3: Competence

     Demonstrating Competence in Your Subject and Your Teaching

     Competence Defined

     Pedagogical Content Knowledge

     Gradual Release of Responsibility Defined

     Focused Instruction in Practice

     Collaborative Learning in Practice

     Guided Instruction in Practice

     Independent Learning in Practice

     Collective Efficacy and Competence

     Concluding Thoughts About Competence

Chapter 4: Dynamism

     Harnessing the Power of Dynamism

     Dynamism Defined

     Dynamism Through Enthusiasm

     Dynamism Through Immersion in the Subject

     Dynamism Through Creative and Innovative Approaches

     Dynamism Through Teacher as Learner

     Student Perspectives on Relevant Learning Experiences

     Increasing Relevance for Students

     Boring Independent Tasks

     Visuals and Presentations

     Collective Efficacy and Dynamism

     Concluding Thoughts About Dynamism

Chapter 5: Immediacy

     Attending to Immediacy

     Immediacy Defined

     Measuring Immediacy

     Optimizing Your Immediacy

     Proximity

     Vulnerability

     The Power of Touch

     Immediacy and Collective Efficacy

     Concluding Thoughts About Immediacy

Chapter 6: Collective Efficacy Skills

     Building Collective Efficacy

     Supportive Structures for Building Collective Efficacy

     Communication Tools Build Collective Efficacy

     Pausing

     Paraphrasing

     Posing Questions

     Providing Data

     Putting Ideas on the Table

     Pay Attention to Self and Others

     Presume Positive Intentions

     Collective Efficacy and Relational Trust

     A Measure of Faculty Trust

     When Trust Is Broken

     Concluding Thoughts About Collective Efficacy Skills

Chapter 7: Collective Efficacy in Action

     Collective Effort and Collaboration

     Collective Responsibility + Action = Collective Efficacy

     Set Collective Efficacy Into Motion

     Learning Walks

     Microteaching

     Assignment Analysis

     A Model for Collective Efficacy in Action

     Leadership Sustains Collective Efficacy and Teacher Credibility Efforts

     Concluding Thoughts About Collective Efficacy in Action

References


Index