All teachers are working towards “collective efficacy”. It is defined as the belief that when educators collaborate and persist in helping students succeed, they will indeed exceed expectations. To act upon collective efficacy, teachers must design educational systems that refuse to fail (Donohoo & Katz). Another way to imagine it is if teachers consistently decided to keep student achievement in their conscience. Exceptional teachers who are able to break down content, provide targeted scaffolds, while ensuring individual students get what they need.

In a way, they insist on manifesting that students learn the best they can and reach their learning goals. Part of that manifestation is language, such as “How can we see what they’ve learned?”, or “What will we do if we face problems?” (Victoria State). What will set the tone going forward for students is whether their educators can show confidence in teaching them (Victoria State). Exceptional teachers like this understand that there is never a barrier that students cannot overcome. In K12 schools; we could see a vast difference in student drive if their teachers reassured them that yes, they have the potential to understand and connect.

 Teachers Supporting Teachers

Another part of collective efficacy is when education professionals help each other. For separate teachers to succeed, it is necessary to maintain a supportive community. Donohoo and Katz list four sources that shape collective efficacy:

1. Mastery Experiences – Encouragement and affirmation to continue collective efficacy through the success of a project that uses C.E.

2. Vicarious Experiences – Seeing other teachers succeed in using C.E., and are motivated to do the same.

3. Social Persuasion – Speaking with other teachers who are verbally supportive.

4. Effective States – Moods are associated with perceptions of being competent and successful, or the opposite.

In knowing what feeds collective efficacy, teachers can continue to fulfill their purpose of providing connecting with others, receiving mentorship, and participating in ongoing professional development.

 “Are We Doing This Right?”

Regardless of how far along teachers have come in using CE, there is always room for growth and criticism. Not only is that, but the process of inquiry into effectiveness always ongoing (Donohoo & Katz). Just like any business looks at their analytics, exceptional education professionals always look at how well their methods are working. Potential ideas about how to increase effectiveness can come up during analytical discussions. New problems may arise that require new thought. Teachers also have the opportunity to become more encouraged if they need it. In other words, we can turn the question, “Are we doing this thing right?” into the phrase, “This is the right thing to do!”

 References:

Donohoo, Jenni, and Steven Katz. “When Teachers Believe, Students Achieve.” Learning Forward, Dec. 2017, learningforward.org/wp-content/uploads/2017/12/when-teachers-believe-students-achieve.pdf.

Victoria State Government. “Developing Collective Efficacy.” Education and Training, 22 Sept. 2019, www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/Pages/developing-collective-efficacy.aspx#:%7E:text=%E2%80%8BCollective%20efficacy%20refers%20to,team%20working%20for%20their%20students.

Victoria State Government. “The Language of Collective Efficacy.” FUSE, 23 May 2019, fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=021bf030-3099-4f1f-a691-b48b17e1bacd&Check=1.