How Micromanaging Administrators Destroy Collective Teacher Efficacy
If you’ve been teaching for any length of time, you’ve likely run across the term collective efficacy. You can blame an Australian researcher named John Hattie for this. Administrators love John Hattie because he attempts to simplify something that is extraordinarily complicated. Essentially, Hattie looks at a bunch of studies that other people have done in schools, plugs the results of those studies into some sort of gizmo, and out pops an effect size. If the factor has an effect size larger than .40, then that’s better than the growth you would expect to see from students who are doing something more than merely getting older.
There are lists of Hattie’s effect sizes everywhere and school administrators display them like I used to pin up posters of Nikki Taylor and Elle McPherson. If you’re a teacher, you’ve undoubtedly seen these lists or at least heard administrators referencing them. And what is at the top of Mr. Hattie’s magical list of factors?
COLLECTIVE TEACHER EFFICACY.
Visible-Learning.org defines it as the collective belief of teachers in CONTINUE READING: How Micromanaging Administrators Destroy Collective Teacher Efficacy - Teacher Habits
