![]() ![]() These school leaders take responsibility for creating a culture that focuses on relationships, trust and respect. All students and teachers know what success looks like, and the learning leaders works hard to ensure everyone has the resources needed to be successful.Įffective school leaders understand that culture trumps strategy. They also understand the importance of coherence and communications. Learning leaders ensure teacher collaboration is purposeful where the focus is sharing best practices, analyzing assessments, reviewing student learning data, and examples of student work. Learning leaders collaboratively develop school schedules that prioritize student learning and collaboration. They work hard to ensure processes and routines are in place so that all students have an opportunity to master material and have access to rigorous curriculum. Learning leaders are visible in classrooms, data meetings, and understand the value of feedback for teachers (.90 effect size) and students (.75 effect size). ![]() Instead of collecting lesson plans, these leaders may collect assessments to ensure alignment, rigor and monitor student learning on a regular basis. ![]() Learning leaders shift their major focus on what teachers are doing and focus their attention on what students are learning. In schools led by these principals, the question of “what is best for kids” has evolved to, “what is best for student learning?” For this research, I prefer to use the term “Learning Leader,” due to the unwavering and relentless focus on student learning. It’s probably semantics when debating the use of these terms to label principals, because many of these principals do provide feedback and coaching on high quality instruction (Instructional Leadership) and empower their staffs by distributing leadership (Transformational Leadership). The best term to describe these principals is “Learning Leaders” (Dufour & Marzano, 2009). However, today’s most effective schools are led by leaders who focus on monitoring student learning, as well as high impact pedagogical strategies. Next came the term “Transformational Leader” (Leithwood, 1994) to describe leaders skilled in empowerment, distributed leadership, and leading organizational learning (Hallinger & Heck, 1998). Many of the school leadership studies in the early 1980s coined the term “Instructional Leader” to describe highly effective principals (Brookover & Lezotte, 1982). Much of the school leadership literature has compared the benefits of being an Instructional Leader to the benefits of being a Transformational Leader (Hallinger & Heck, 1998 Hattie, 2015). A culture of purposeful teacher collaboration has been established.There is trust in the school leader, and.The principal is a learner who is viewed as an instructional leader,.However, every school leader needs to know that high levels of CTE usually only exists when: There are several strategies for developing greater CTE. CTE is more powerful than Teacher Self Efficacy and is greater than the sum of an entire staff having high levels of self-efficacy. CTE is the perception of teachers in a school that the faculty, as a whole, can have a positive impact and influence on student learning. Many educators are asking, “What is Collective Teacher Efficacy, and how do we develop it?”Ĭollective Teacher Efficacy evolved from Bandura’s Social Cognitive Theory (1977). What many educators do not know is that Collective Efficacy research is more than two decades old, and it is only now through Hattie’s meta-analyses of school research, that many practitioners are hearing about it for the first time. This effect is double the effect of student feedback (.75 effect size). After conducting a meta analyses on more than 800 studies on education practices, John Hattie has reported that Collective Teacher Efficacy (CTE) has the greatest impact on student learning (1.57 effect size). ![]()
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