Institutes and Webinars

We offer a variety of institutes and webinars designed to foster collective efficacy at all levels in your organization. Besides the descriptors outlined below, we can partner with your organization to customize half-day, full-day or longer-term institutes. We also support professional learning through cost-affordable webinars. Select from one or more of the topics below or contact us to collaborate on a customized session.

Title: Understanding Collective Teacher Efficacy and its Impact on Student Outcomes
Descriptor: Collective efficacy is a significant belief system for improving student outcomes. When educators share the belief that they can influence student achievement, regardless of some of the difficult circumstances faced in schools today, it results in greater student achievement.

Outcomes: Participants will:

  • describe the effect size research and other research findings related to collective efficacy;
  • identify the attributes or characteristics of an efficacious team;
  • know the positive and negative consequences associated with collective teacher efficacy;
  • consider how efficacy beliefs come to fruition in educators’ practice.;
  • identify efficacy shaping sources and understand what influences a team’s interpretation of their effectiveness.

Title: Collective Efficacy: The Key to Quality Implementation in Schools and Districts
Descriptor: Successful educational reforms are defined by deep levels of implementation of what is known to work best in systems, schools, and classrooms. When educators share a sense of collective efficacy, it results in the deeper implementation of high-leverage leadership and instructional practices. System and school leaders’ efforts toward successful change reforms are better served by strategically and intentionally considering how to foster collective efficacy throughout the enactment and assessment of change initiatives. In this session, we will examine ways to tap into mastery as the main source of collective efficacy in support of deeper implementation of evidence-based practices.

Outcomes: Participants will:

  • identify opportunities and challenges in regard to achieving quality implementation in educational settings;
  • distinguish between four interrelated dimensions of scale (in relation to scaling change initiatives in schools);
  • describe a process through which quality implementation occurs in schools;
  • consider three ways in which collective efficacy beliefs serve to either impede or strengthen quality implementation of evidence-based practices in educational settings;
  • name the four sources of collective efficacy;
  • identify key features of mastery environments and four key areas of focus for creating mastery experiences in teams.

Title: Learning by Observing
Descriptor: People often say that seeing is believing and it turns out that they are right! In addition to mastery experiences, collective efficacy beliefs are formed based on information obtained from vicarious experiences. Vicarious experiences happen when teams (or individual teachers) gain knowledge or information about a strategy, skill, or approach to improving student learning by seeing it performed by others. When teachers get better, students get better and teachers get better by observing others. In this session, we will explore how to improve the quality of observational learning and continue to examine ways to tap into sources of collective efficacy in support of deeper implementation of evidence-based practices. Key features of vicarious experiences will be shared and participants will consider practical applications for tapping into vicarious experiences as a source of collective efficacy.

Outcomes: Participants will:

  • identify strategies for establishing a culture that enables observational learning;
  • name 2-3 professional learning structures/protocols that include
    observational learning as a key component;
  • identify and know ways to strengthen the six factors that increase
    the impact of vicarious experiences as efficacy shaping sources for teams.

Title: Research-Based Leadership Practices for Fostering Collective Efficacy
Descriptor: By strengthening collective efficacy, educators will develop the resolve to persist against challenges and realize increased student results. Research provides guidance on leadership practices that are associated with collective efficacy. During this session, participants will determine a method for measuring collective efficacy and develop a theory of action for fostering collective efficacy in schools.

Outcomes: Participants will:

  • name 3-4 ways in which they can determine/measure a staffs’ level of efficacy;
  • develop a plan for gathering evidence related to collective teacher efficacy in their buildings;
  • identify research-based, efficacy enhancing leadership practices;
  • describe ways to enact specific, effective leadership practices;
  • use a taxonomy to examine teacher collaboration;
  • propose ways to meaningfully involve teachers in school improvement;
  • describe the conditions, processes, and consequences of goal setting;
  • determine a structure for helping teams interpret results;
  • develop a theory of action for fostering collective efficacy in schools/districts;

Title: Enhancing Collective Efficacy Through Professional Learning
Descriptor: Enriching educators’ professional learning experiences is critical if we are going to realize better outcomes for all students. Collective teacher efficacy can be developed through professional learning and therefore, it’s important to understand the significance of collective efficacy when planning for professional learning. Building on mastery experiences and providing opportunities for vicarious experiences should be part of an on-going and deliberate professional learning plan for schools and school districts. In addition, leaders of professional learning need to be aware of and capitalize on feedback as well as teachers’ affective reactions as part of a high-quality professional learning plan. During this session, participants will develop a professional learning plan that purposefully taps into the sources of efficacy.

  • list and describe the characteristics of effective professional learning;
  • examine four processes used by highly successful teams in creating the conditions for mastery (learning together, cause-and-effect relationships, goal directed behavior, and purposeful practice);
  • identify ways to strengthen the six factors that increase the impact of vicarious experiences as efficacy shaping sources for PLCs;
  • critique efficacy enhancing collaborative learning structures;
  • assess efficacy enhancing protocols and determine how they might be revised for use in their school/context.

Testimonial:

Recently, Dr. Jenni Donohoo presented at the Council for Leaders in Alabama Schools’ Leadership Institutes. She shared her wisdom and insight to educators and administrators on “Fostering Collective Efficacy to Ensure Improved Student Outcomes.” Dr. Donohoo not only met but exceeded the expectations of the audience. Feedback from the presentation were all positive and left the participants wanting more! Her program gave insight on how to work together to foster collective efficacy in schools in order to improve the outcome of students. Her presentation style was interactive engaging and thorough. She was personable ad exceptionally knowledgeable on the topic. She inspired the attendees to return to their schools and continue on the work.
Some comments from the survey include:

  • Encouraged a deeper study of efficacy to increase achievement and teacher effectiveness.
  • “I knew nothing about this topic at the beginning of the in-service. By the end, I feel capable of applying this to my job. Way to go!”
  • “Beneficial for not only administrative leaders, but teachers as well.”

I would recommend her to your professional group!
Demica Sanders
Director of Professional Learning
Council for Leaders in Alabama Schools

Pricing:  Contact FIRST Educational Resources at info@firsteducation-us.com for more information

Some comments from the survey include:

  • Encouraged a deeper study of efficacy to increase achievement and teacher effectiveness.
  • “I knew nothing about this topic at the beginning of the in-service. By the end, I feel capable of applying this to my job. Way to go!”
  • “Beneficial for not only administrative leaders, but teachers as well.”

I would recommend her to your professional group!
Demica Sanders
Director of Professional Learning
Council for Leaders in Alabama Schools

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