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

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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

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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)

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

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

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

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