![]() Administrators can model social sensitivity by paying close attention to verbal and nonverbal clues and exercising situational awareness-including heightened awareness of the undercurrents that have the potential to derail joint problem-solving (Marzano, Waters, & McNulty, 2005). Therefore, school leaders must foster empathy and effective interaction among teams. In addition, the collective impact typically only occurs where there are high levels of social sensitivity among the group members. Hargreaves and Fullan (2012) warn about "administrative contrivances" that become artificial and short-lived. Teachers can increasingly orient their work around outcomes: "Did the students gain the essential understandings and skills?" "How do we know?" "How can we use evidence of student learning to improve classroom instruction?"īuilding common conceptions of progress requires more than just the structures that increase forms of collaboration. These conversations help to shift educators' thinking from task-related concerns (for example, "How much of my time is x going to require?" or "How will I manage x as part of my daily routine?") to broader impact concerns ("What was the impact when I did x?" "How did x affect the students in my classroom?" "How can we work together to make x even better?"). Leaders do this by engaging in conversations with teachers about the meaning of impact, about the difference between achievement goals and progress, and about the use of dependable evidence. By promoting a culture of collaboration focused on "knowing thy collective impact," leaders have the potential to support school improvement in ways that positively influence teachers' collective efficacy beliefs and thus promote student achievement. School leaders play a key role in creating non-threatening, evidence-based instructional environments. It is also greater than three times more predictive of student achievement than student motivation and concentration, persistence, and engagement (see fig. It is more than double the effect of prior achievement and more than triple the effect of home environment and parental involvement. According to his Visible Learning research, based on a synthesis of more than 1,500 meta-analyses, collective teacher efficacy is greater than three times more powerful and predictive of student achievement than socioeconomic status. On the basis of Eells's research, John Hattie positioned collective efficacy at the top of the list of factors that influence student achievement (Hattie, 2016). Rachel Eells's (2011) meta-analysis of studies related to collective efficacy and achievement in education demonstrated that the beliefs teachers hold about the ability of the school as a whole are "strongly and positively associated with student achievement across subject areas and in multiple locations" (p. And in schools, when educators believe in their combined ability to influence student outcomes, there are significantly higher levels of academic achievement (Bandura, 1993). In companies, when team members hold positive beliefs about the team's capabilities, there is greater creativity and productivity (Kim & Shin, 2015). For example, in communities where neighbors share the belief that they can band together to overcome crime, there is significantly less violence (Sampson, Raudenbush, & Earls, 1997). When a team of individuals share the belief that through their unified efforts they can overcome challenges and produce intended results, groups are more effective. ![]() Researchers have since found this to be true across many domains. In other words, the assurance a person places in his or her team affects the team's overall performance. He observed (1977) that a group's confidence in its abilities seemed to be associated with greater success. In the 1970s, Albert Bandura, a psychologist at Stanford University, uncovered an interesting pattern in working-group dynamics.
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