List of Figures and Tables Preface Acknowledgments About the Author Chapter 1. Collective Teacher Efficacy What Is Collective Teacher Efficacy? Why Is Collective Teacher Efficacy Important? Efficacy Shaping Information In Conclusion Chapter 2. Consequences of Collective Teacher Efficacy Greater Effort and Persistence Willingness to Try New Approaches Conveying High Expectations Fostering Learner Autonomy Decreasing Disruptive Behavior Increased Commitment Enhanced Parental Involvement In Conclusion Chapter 3. Fostering Collective Teacher Efficacy Six Enabling Conditions for Collective Teacher Efficacy Fostering Collective Efficacy: A Theory of Action In Conclusion Chapter 4. Enhancing Collective Efficacy Through Professional Learning Seven Characteristics of Effective Professional Learning Efficacy Enhancing Collaborative Learning Structures Efficacy Enhancing Protocols In Conclusion Chapter 5. Leaders Utilize a Collaborative Inquiry Framework to Organize Actions Getting Started Stage 1: Plan Stage 2: Act Stage 3: Observe Stage 4: Assess In Conclusion Resources A. Template for Documenting Student Learning B. Team Success Analysis Protocol C. Observer as Learner Protocol D. Evidence Analysis Protocol E. Diversity Rounds Protocol F. Developing a Shared Vision Protocol G. School Visits Protocol H. World Cafe Protocol I. Assignment Analysis Protocol J. The Enabling Conditions for Collective Teacher Efficacy Questionnaire K. Leadership Theory of Action L. Characteristics of Collaborative Leadership Inquiry Continuum References Index
Jenni Donohoo has been seconded to the Curriculum and Assessment Policy Branch in the Ontario Ministry of Education for the past few years. In this role she works with system and school leaders in order to support high quality professional learning and improve adolescent literacy. Jenni earned a doctorate in education from the Joint Program at the University of Windsor, Brock and Lakehead in 2010. Since then, her passion for research and writing has grown. This is Jenni's third book with Corwin. Jenni lives with her husband and their two golden retrievers in a heritage home in historic Amherstburg.
"We knew that collective efficacy mattered, but Donohoo, in
this easy to read, research based book makes it abundantly clear
that schools need to focus on working together and believing in
each other's ability to make a difference. Donohoo combines a
synthesis of the research around collective efficacy with practical
strategies and tools for how to create the right conditions for
this skill set to flourish in schools." -- Jennifer Abrams,
"In Collaborative Inquiry for Educators: A Facilitator's Guide to School Improvement (2013), Donohoo Described what collaborative inquiry is and how to do it. In The Transformative Power of Collaborative Inquiry: Realizing Change in Schools and Classrooms (2016), Donohoo and Velasco explained how collaborative inquiry can bring change to individuals and systems. Now in her new book, Collective Efficacy: How Educators' Beliefs Impact Student Learning, she shares the personal impact collaborative inquiry can have on teaching collectively and individually.
In a time when educators are under increased scrutiny and criticism, Donohoo builds a case using research and experiences as the foundation of how collaborative inquiry can improve the disposition and practice of teachers. Sprinkled with thought-provoking questions throughout the book, Donohoo encourages teachers and leaders to reflect on their practice to determine their own path to build a personal philosophy and collective belief set that all children can succeed." -- Martin Chaffee, Leadership Consultant for School Administrators
"Collective efficacy beliefs can be inferred from the conversations we have in schools. If we do not provoke such conversations, question assumptions and consider new possibilities, we remain in a stuck state. Jenni's work is both timely and important. It interrogates the concept of collective teacher efficacy, providing a clarity and understanding that feeds into a framework that will change those conversations, ensuring school movement and a culture of shared and high expectations."-- Simon Feasey, Head Teacher (School Principal)