The Teacher Credibility and Collective Efficacy Playbook, Grades K-12

by Douglas Fisher, Nancy Frey, Dominique Smith

Overview

Explore the powerful synergy between your credibility with students and your collective efficacy as a member of a team.

When you increase your credibility with students, student motivation rises. And when you partner with other teachers to achieve this, students learn more. This one-stop resource illuminates the connection between teacher credibility and collective efficacy and offers specific actions educators can take to improve both. It includes:

• Tips for becoming more trustworthy, competent, and responsive in the eyes of students
• Tools for teams to use to polish their collective effectiveness through better communication and problem-solving
• Coaching videos that challenge teachers to improve teacher practice and grow professionally

Product Details

ISBN-13:	9781071812549
Publisher:	SAGE Publications
Publication date:	05/07/2020
Series:	Corwin Literacy
Pages:	280
Product dimensions:	8.30(w) x 10.70(h) x 0.60(d)

About the Author

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!

Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

Dominique Smith, Ed D, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus
on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning
to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master’s degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance.
Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk
on building relationships between students and teachers.

Table of Contents

List of Videos
Foreword
Acknowledgments
Introduction: Linking Teacher Credibility and Collective Efficacy
Teacher Credibility
Collective Teacher Efficacy
When Teacher Credibility and Collective Efficacy Collide
When Teacher Credibility and Collective Efficacy Thrive
The Long-Term Implications of Teacher Credibility and Collective Efficacy
A Chain Is as Strong as Its Weakest Link
The Organization of This Book
Chapter 1: Teacher Credibility and Collective Efficacy
What Students Remember
Teacher Credibility Defined
Collective Teacher Efficacy
Dimensions of Collective Efficacy
Concluding Thoughts About Teacher Credibility and Collective Efficacy
Chapter 2: Trust
Creating and Maintaining Trust With Students
Trust Defined
A Measurement of Trust
Use Trust Data to Take Action
Regain Trust When It Has Been Damaged
Use Trust to Build Teacher-Student Relationships
Six Easy Actions for Building Teacher-Student Relationships
Collective Efficacy and Trust
Concluding Thoughts About Trust
Chapter 3: Competence
Demonstrating Competence in Your Subject and Your Teaching
Competence Defined
Pedagogical Content Knowledge
Gradual Release of Responsibility Defined
Focused Instruction in Practice
Collaborative Learning in Practice
Guided Instruction in Practice
Independent Learning in Practice
Collective Efficacy and Competence
Concluding Thoughts About Competence
Chapter 4: Dynamism
Harnessing the Power of Dynamism
Dynamism Defined
Dynamism Through Enthusiasm
Dynamism Through Immersion in the Subject
Dynamism Through Creative and Innovative Approaches
Dynamism Through Teacher as Learner
Student Perspectives on Relevant Learning Experiences
Increasing Relevance for Students
Boring Independent Tasks
Visuals and Presentations
Collective Efficacy and Dynamism
Concluding Thoughts About Dynamism
Chapter 5: Immediacy
Attending to Immediacy
Immediacy Defined
Measuring Immediacy
Optimizing Your Immediacy
Proximity
Vulnerability
The Power of Touch
Immediacy and Collective Efficacy
Concluding Thoughts About Immediacy
Chapter 6: Collective Efficacy Skills
Building Collective Efficacy
Supportive Structures for Building Collective Efficacy
Communication Tools Build Collective Efficacy
Pausing
Paraphrasing
Posing Questions
Providing Data
Putting Ideas on the Table
Pay Attention to Self and Others
Presume Positive Intentions
Collective Efficacy and Relational Trust
A Measure of Faculty Trust
When Trust Is Broken
Concluding Thoughts About Collective Efficacy Skills
Chapter 7: Collective Efficacy in Action
Collective Effort and Collaboration
Collective Responsibility + Action = Collective Efficacy
Set Collective Efficacy Into Motion
Learning Walks
Microteaching
Assignment Analysis
A Model for Collective Efficacy in Action
Leadership Sustains Collective Efficacy and Teacher Credibility Efforts
Concluding Thoughts About Collective Efficacy in Action
References
Index