Building Efficacy

Building Efficacy

• PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at or details (including an Attendance Roster Form and a Participant Feedback Form)
• FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).

• Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
• Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)

• The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.

• The introduction is not aligned to specific ISLLC Standards

• VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations

• Participants will increase their knowledge regarding types of motivation and strategies to increase teacher’s sense of capacity to improve student achievement.

• Encourages collaboration among faculty to create a culture of learning.

• ISLLC-2.A Strong Professional Culture

• Howcan a principal design intentional experiences that create teacher motivation and individual efficacy?
• How can a principal support a shift to intrinsic motivation and build a sense of collective teacher efficacy that impacts student achievement?

• Facilitator Guide for Building Efficacy
• Facilitator Guide for Building Efficacy
• Agenda (facilitator makes this on chart paper)

• Action Plan
• Building Collective Efficacy - Reflection Form

• Building Collective Efficacy: How Leaders Inspire Teachers to Achieve

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• Brinson, D. & Steiner, L. (2007). Building collective efficacy: How leaders inspire teachers to achieve. The center for comprehensive school reform and improvement, October 2007

• Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
• Brinson, D. & Steiner, L. (2007). Building collective efficacy: How leaders inspire teachers to achieve. The center for comprehensive school reform and improvement, October.

• Instructional Leadership Matrix: Core Components & Key Processes
• Instructional Leadership Model (for poster)
• Five Reasons (graphic organizer for change leadership)
• Norms Development Framework
• ISLLC Standards Rubric

• [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
• Each segment begins with a slide entitled “Segment Guiding Question”
• Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
• Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.

• Observe participants’ engagement in superintendent’s opening remarks
• Listen to shared interests of participants. Do comments align with workshop outcomes?
• Observe participants’ reaction to the proposed norms.

• [1] This is the title slide
• Start the session with a BRIEF opening remark about the whole workshop.
• [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important
• Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
• Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right).
• Give participants an opportunity to share interests they have for developing their skills for in this area/topic
• IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)
• Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)
• [3] Describe the “Intended Outcomes” for today
• [4] Introduce today’s proposed norms.
• Ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
• Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue

• [5] Introduce the Instructional Leadership Model
• In the big picture, or from a systems thinking perspective, the Instructional Leadership Model represents the focus on student achievement, teacher quality, and administrator excellence.
• Core components are characteristics of schools that support teacher performance and student learning.
• Key processes refer to how principals manage those core components.
• Each core component is managed through the six key processes.
• Explain that this workshop will focus on planning performance accountability.
• [6] Provide a working definition for Performance Accountability (one of the six core component of Instructional Leadership)
• [7] Provide an overview of the Research-Based Critical Behaviors
• Explain that Vanderbilt University researchers found that these principal behaviors have a direct and significant impact on teachers’ performance and student learning. These particular behaviors will guide our training for planning performance accountability.
• [8] Introduce the Action Plan (ask all participants to take out the form)
• Explain that by the end of this workshop each participant will develop an action plan related to planning performance accountability
• As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute)
• Then ask them to carefully read the definition of the key process and make notes (1 minute)
• Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes).

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• How is this topic compatible with district, school, and/or personal beliefs?
• What new learning will be implemented as a result of this workshop?
• How will you manage the implementation so that you avoid it being perceived as too complex?

• What are the relative advantages of this topic? Why are these concepts better than past practice?
• How will you change your behavior, in observable & measurable ways, as a result of this topic?
• How will you engage staff in this topic to ensure this becomes a part of the school culture?

• [9] This slide indicates the beginning of the segment, and may be used to present the focus of this segment
• [10] Describe to participants that “supporting” focuses on creating enabling conditions and allocating time to evaluate faculty and examine student learning. Pose the questions:
• How are you supporting teachers by enabling teachers to feel empowered to reach expectations?
• How have you celebrated success relevant to teachers whose students achieve high standards?
• [11] In “School Leadership That Matters” Marzano describes 21 School Leadership Responsibilities. Three of them are called Contingent Rewards, Affirmation, and Resources. These roles focus on supporting teachers
• Do your teachers feel they CAN have a positive impact on students?
• Do teachers feel that are effective?
• Do teacher feel the work toward the goal is worth the effort?

• [12] Supporting teachers begins with helping them feel that they can make a difference. The collective efficacy of your teachers will have a significant impact on student learning. Ask participants to recall a time when they felt motivated, effective, and valued? Explain that you want participants to put themselves back into that experience and describe what it FELT like.
• [13] Ask participants to consider the quote: “People don’t change because they see the light, they change because they feel the heat”. Encourage them to pair share a minute …THEN ask how that quote, and the attitude that it implies, might impact teacher efficacy? Allow participants to pair for a minute. Next ask a couple of persons to share their thoughts. (Facilitator: participants who think this quote is the current reality in their school, need to understand the importance of motivating others and developing collective efficacy.)
• [14] Pose the question: Where does the sense of “I can” come from? (Facilitator: Let people think about it for a few seconds. It is not necessary to ask individuals to share at this time; however, you may do so if you wish.)
• Next discuss the definitions for motivation
• [15] Explain the implications of the definitions. Explain that motivating someone is activating goal-oriented behavior. Emphasize that in order to feel efficacy regarding an issue you must clearly understand the issues; and therefore, clear, measurable goals must be in place in order to guide the behaviors. If you have a desire to achieve the goal and have the energy to work toward the goal …now you are motivated to be successful.
• [16] Direct participants attention to the quote (let them read or read it aloud). Ask participants to react to the quote. Pose the questions:
• What stands out in this quote?
• How do you feel about this quote?
• What implication does this have regarding supporting culture of learning?
• Ask participants to pair share their elbow partner.
• NEXT provide background information regarding motivation
• [17] Explain that each individual is motivated in their own way. As instructional leader, that mean that you must demonstrate flexibility in the strategies that you apply to motivate others (discuss items on slide).
• [18] Explain that part of role in supporting teachers is to inspire them to rise to higher levels of motivation. Describe the analogy for motivation level as presented on the slide

• [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
• Each segment begins with a slide entitled “Segment Guiding Questions”

• Recognizes and rewards individual accomplishments

• Uses performance versus seniority as the primary criteria for rewards and recognition
• Uses hard work and results as the basis for rewards and recognition
• Recognizes individuals who excel

• Recognizes and celebrates accomplishments and acknowledges failures

• Systematically and fairly recognizes the accomplishments of teachers and staff
• Systematically and fairly recognizes and celebrates the accomplishments of students
• Systematically and fairly recognizes the failures of and celebrates the accomplishments of the school as a whole

• Provides teachers with materials and professional development necessary for the successful execution of their job

• Ensures that teachers and staff have the necessary materials and equipment.
• Ensures that teachers and staff have the necessary professional development opportunities that directly enhance their teaching

• [19] Describe a quick overview or list of the seven (7) types of motivation
• [ 20 – 22 ] Describe or define each type of motivation. (Facilitator: It is strongly recommended that you provide an example of each type applied to a different teacher regarding a specific scenario. Perhaps you applied each type to different teacher as you implemented a new math program.)
• [23] Ask table groups to discuss the questions. (Facilitator: You want to ask one person at each table to make two column list entitled “internal” and “external.” Have them record which type fits in which column) Ask one table group to list the types of motivation that are external (achievement, affiliation, & incentive)
• [24] Describe the perquisites to motivation or to motivate another person.
• [25] Explain that today’s expectations result in high stakes, and is VERY CHALLENGING. Pose the Questions:
• Does that overwhelm your staff?
• Does that motivate your staff?
• Ask participants to individually brainstorm ideas or strategies regarding how they might build collective efficacy to meet the challenges. Facilitator: you might pose the question:
• How do instructional leaders build collective efficacy within their staff?
• Ask participants to pair share their ideas with their elbow partner
• [26] Distribute the article: Building Collective Efficacy: How Leaders Inspire Teachers to Achieve
• [27] Distribute the handout: Building Collective Efficacy – Reflection Form
• Provide a brief explanation of the organization structure of the handout. The left-hand column and the guiding question provide explanation of the expected focus of each row. Ask participants to make notes in each box based that guidance. It is important that participants understand the purpose and structure of the reflection form before they begin reading.
• Explain that participants are to independently read the article, make notes as they read, and then complete the reflection form. (Facilitator: You may want to emphasize that they make notes on the form as they read; and then organize their thoughts when they are finished reading. It is OK, if the form contains bullets and phrases ….no sentences or essays are expected )
• Provide about 20 minutes for reading and completing the reflection form
• [28] As a table group, using round robin style…
• First, each participant is to describe ONE BIG IDEA they took from the article (NO REPEATS).
• Second, each participant shares ONE connection of a BIG IDEA to your beliefs/values relevant to your role as instructional Leader
• Third, each participant share ONE connection of a BIG IDEA to another text you have read
• Fourth, each participant shares ONE connection of a BIG IDEA to your role as a principal …what does that idea mean/imply that you need to do?

• [29] Explain to participants that one way to build efficacy is to honor participation and results/successes. Telling stories about student successes, student growth, and teacher successes can have a significant positive impact on teacher efficacy and motivation to make a difference. A first step to create opportunities for story telling is to create opportunities to celebrate success by recognizing faculty who demonstrate high standards for student learning, rigorous curriculum, and/or quality instruction. (Be sure participants understand that you want three different list; different strategies for each results)
• Ask participants to independently brainstorm THREE list of ways to recognize faculty (2 minutes)
• Whole group share …each group is to share ONE idea to recognize …

• [30] Ask participants to consider the guiding question(s).
• Facilitator: either move back to the “Segment Guiding Questions” slide or list the guiding questions on chart paper for participants.
• Guide participants to their Action Plan. Ask participants to THINK & make notes in the column labeled “Strategies/Ideas” regarding connection between our discussions today and the “Research-Based Critical Behaviors.” Instruct participants to list at least THREE things they are already doing, have learned today, or may apply from other sources. NOTE: Inform participants that they will engage in this activity at the end each segment throughout the training.