An Administrators Role Building Collective Teacher Efficacy for

An Administrator’s Role: Building Collective Teacher Efficacy for Multi-Tiered Systems

Welcome! Share a success Share a you have had in common barrier building teacher to building efficacy. teacher efficacy.

VTSS Defined Virginia Tiered Systems of Support (VTSS) is a data-informed decision making framework for establishing the social culture and academic and behavioral supports needed for the school to be an effective learning environment (for academics, behavior and social-emotional wellbeing) for all students. Adapted from the OSEP Center on PBIS, 2010

VTSS Core Components 1. 2. 3. 4. 5. 6. Aligned Organizational Structure N Data Informed Decision T Making IO C Evidence-Based Practices U R Tand Community Partnerships Family, School, S N I Monitoring Student Progress Evaluation

Supporting Improvements in Behavioral Competence, Academic Achievement and Social. Emotional Wellness OUTCOMES Supporting SYSTEMS Staff DATA PRACTICES Supporting Students Supporting Decision Making

This is a WAY of WORK Not just another thing!

OSEP PBIS TA Center, Project AWARE, USDOE Cascading System of Support Building Leadership Team Building Staff Students and Families Provides leadership, guidance, visibility, training, coaching and political support VDOE District/ Regional Team Provides guidance, research, visibility, political support Provides guidance, visibility, training, coaching, funding, and political support Provides guidance and manages implementation Provides practices to support students and families Improved student outcomes!

Intensive Targeted Math Continuum of Support for ALL Spanish Science Universal Lacrosse Social skills Reading Social Studies We label behavior…not students

Dynamic and Responsive System that uses data to inform implementation in a self modifying, continuous improvement approach Systems Qualities Results Driven Focus Scalable Sustainable Efficient Equitable Effective Each feature builds on the previous features to a successful system. Improved Student Outcomes

Leaders are Critical

OSEP PBIS TA Center, Project AWARE, USDOE Cascading System of Support Building Leadership Team Building Staff Students and Families Provides leadership, guidance, visibility, training, coaching and political support VDOE District/ Regional Team Provides guidance, research, visibility, political support Provides guidance, visibility, training, coaching, funding, and political support Provides guidance and manages implementation Provides practices to support students and families Improved student outcomes!

Leading Through Opportunities Technical • Easy to identify • Lend themselves to cut and dried solutions • Often can be solved by an “expert” • Require change in just one or a few places • Usually skill building based • Solutions can be implemented quickly and/or by directive Adaptive • Difficult to identify • Require changes in values, beliefs, roles, relationships & approaches to work • People with the problem do the work of solving it • Require change at multiple levels or across organizations • HARD: please often resist acknowledging challenges • Solutions require experiments, new discoveries, new learning take longer to implement

Examples of Opportunities Technical Adaptive • Take medication to lower blood • Make lifestyle changes like pressure changing diet, getting exercise and reducing stress • Learning how to analyze data to • Using data to challenge write a precision statement assumptions, develop hypotheses • Resource mapping and match to best fitting practice • Making decisions about key practices to keep, develop or selectively abandon

Both technical and adaptive leadership skills are needed to… BUILD COLLECTIVE TEACHER EFFICACY

Build a Culture of Teacher Efficacy “Over time, as teachers discuss the data and success with their peers, they develop collective teacher efficacy…’the perceptions of teachers. . . that the efforts of the faculty as a whole will have a positive effect on students. ’” l a r t n f e o C nt Hattie, Fisher, Frey Visible Learning for Literacy pp. 135 a n ! e t TSS V

What is Collective Teacher Efficacy? https: //vimeo. com/267382804

Collective Teacher Efficacy 1. 57 Collective Teacher Efficacy

Why? • Strong collective efficacy… – improves student performance. – decreases the negative effects of low socioeconomic status. – enhances parent/teacher relationships. – creates a work environment that builds teacher commitment to the school.

In a School WITH Collective Efficacy… • students are held to high expectations. • the focus is on student learning. • teachers evaluate their practices and the effect on student outcomes.

Building Efficacy Around the Core Components! 1. Aligned Organizational Structure 2. Data Informed Decision Making 3. Evidence-Based Practices 4. Family, School, and Community Partnerships 5. Monitoring Student Progress 6. Evaluation

But HOW? What do we do to ensure that collective efficacy happens? • Teachers participate in important school wide decisions • Goal Consensus • Teachers knowledge about one another's work • Cohesive staff • Responsiveness of Leadership • Effective Systems of Intervention

Advanced Teacher Influence Advanced teacher influence is defined by the degree to which teachers are provided opportunities to participate in important school-wide decisions.

Advanced Teacher Influence • Teachers assume leadership roles • Teachers have opportunities to participate in school • decision-making Faculty Meetings • Shared decision making – Examine data to identify trends across grade levels – What could be worked on as a school?

Goal Consensus Goal consensus is defined as the extent to which the staff reaches clarity and consensus on what goals to set. It involves not only setting goals, but communicating and monitoring learning goals and expectations. This is also a ‘High Leverage Practice’ (#11).

Goal Consensus • • • Staff reaches clarity and consensus on what goals to set Staff is involved in setting, communicating, and monitoring learning goals and expectations Setting goals affects motivation, self-evaluation, and beliefs about the level at which they are capable

Know Each Other! Teachers gain confidence in their peers’ ability to impact student learning when they have more intimate knowledge about each other’s practice. Knowledge about one another’s work develops via learning together collaboratively and coconstructing knowledge about effective teaching practices.

Cohesion is defined as the degree to which teachers agree with each other on fundamental and organizational issues (Fuller and Izu, 1986).

Responsive Leaders Responsive leaders show concern and respect for their staff and protect teachers from issues that detract from their teaching time and focus.

Your Turn!

Did we find a solution? Of the barriers you identified, what is one idea that you heard that could address that barrier? Thank you!! For more information: ssfarmer@vcu. edu