Great Schools have always been more than a collection of great teachers.  Too often we individualise great teaching to a formula that often ignores the power of the collective.  Or we fail to include the power of individual teacher efficacy in the formulaic compiling of characteristics of great teaching.  In the United States, Rachel Jean Eells undertook some PhD research on Collective Teacher Efficacy.   “Meta-Analysis of the Relationship Between Collective Teacher Efficacy and Student Achievement” Her research produced some evidence to suggest that it was very significant.  Firstly though, it is important to define the term.

What is Collective Teacher Efficacy?

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Schechter and Tschannen-Moran (2006:481)

Canadian Academic  Jenni Donohoo succinctly addresses the power of CTE.  She has written and presented widely on the issue.  

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So the CTE factor ranks higher on Hattie's matta analysis scale than feedback and Socioeconomic status.  This is a huge effect size that we as educators ignore at our peril.   

 

Influence	Effect Size
Collective Teacher Efficacy	1.57
Self-Report Grades/Student Expectations	1.44
Feedback	0.75
Teacher-student relationships	0.72
Prior achievement	0.65
Socio economic status	0.52
Home environment	0.52
Parental involvement	0.49
Motivation	0.48
Concentration/persistence/engagement	0.48
Homework	0.29

 

Is it really that simple?

Is it just working together with a positive attitude?  The effect of CTE on outcomes is only operationalised fully if teachers and leaders are responding to what works and collectively share this belief as well as buying into a culture of high expectations and a low tolerance of poor standards in pupils outcomes and other staff members.  Having helped take a struggling school to one that gained an Outstanding Inspection grade three years later, I can say that it is the element that few leaders put enough emphasis on.

 

 

What is “collective teacher efficacy?” from Challenging Learning on Vimeo.