As per course,
Watch:
Collective Teacher Efficacy
http://thelearningexchange.ca/collective-teacher-efficacy/
Teacher efficacy is the belief that through action, we can positively influence student outcomes. It includes the willingness to implement new strategies because the purpose is understood and the results are trusted. It leads to the creation of positive behaviours in students as the confidence in their ability to succeed grows. Collective teacher efficacy is ranked as the number one factor influencing student achievement. As leaders in our schools we must spread this information, and encourage other staff members to acknowledge how important our time and interactions with students are. Being positive role models for our students, and showing them that we truly believe they are capable of success will go a long way in fostering an environment that is conducive to learning.
Post:
How as leaders can you begin to establish this positive supportive culture within the school climates that have a deep-rooted resistance to change?
Review and comment on two other postings by your colleagues.
As per discussion,
"In order to establish a supportive community within a school whether it be between student structures or in a PLC, I think I'd like to reference a bit about "picking battles wisely", in regards to a TESL course I took online a couple years ago,
The first is in regards to picking battles, because although its specifically referring to the dealings with students, isn't that where a lot of the support is needed? Within teacher's classrooms? Although teachers may be full grown adults, sometimes we would (as leaders), need to choose battles wisely, especially if working with a teacher who is seasoned and set in their ways. There is a difference between what I'm saying and allowing frowned upon procedures to be "grandfathered" in. I'm saying, its important to really understand what it is you are trying to do as a leader and maybe not driving forward a hard aggressively progressive mentality outright. People HATE change, (well, I mean they used to-maybe its different now), but I mean think about it, how many people on your staff are excited when you say "we have a new way to report term marks, please see the memo in the email", now there are a couple things wrong with this but still-the word new just makes people cringe (unless of course its a change to something so horrible that the only change that could make it worse would be that it now includes a new step rather than being a process), people's interactions with "new" and "work" often carry a lot of negative connotation. As a leader "new" or "change" needs to be met with positivism, simplicity (unlike my posts) and encouragement that its actually not "new" but "improved". Sure, some people might get a laugh out of the over positivism, but would you rather be met with a bit joking commentary on word choice or straight up resistance/resilience to anything said thereafter the word "new" or "change"?
https://teacherstatus14.blogspot.com/2020/04/120-hr-tefl-course-module-9-classroom_32.html
As a leader you need to model-in the long and short, there needs to be some sort of ice breaking that occurs in which the leader is coming out of their comfort zone to lead by example,
https://teacherstatus14.blogspot.com/2020/04/120-hr-tefl-course-module-7-pedagogy_48.html
Further from modelling another important tool to incorporate would be the CALM model, taking a moment to respond to a situation rather than react.
In my last post in focus area 3, I referenced the CALM model I introduced to back in Teacher's College (when acronyms were all the rage), this is another smooth way to respond (NOT REACT), to a bit of a situation that may turn around and become a bit of a "heated issue".
https://teacherstatus14.blogspot.com/2014/04/the-calm-model.html
Modelling and regulating one's response to commentary during the implementation period of say a "new" or "changed" way of doing things, might be how I'd focusing on building positive change within a system. "
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