Douglas Fisher, Ph.D.
Professor, San Diego State University
Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego’s urban schools. Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as Assessment-capable Visible Learners and Engagement by Design. Douglas is author of PLC+: Better Decisions and Greater Impact by Design and The PLC+ Playbook.
The Connection Between Teacher Credibility and Collective Efficacy
Teacher credibility, being credible in the eyes of students, has a strong influence on students' learning with an effect size of 1.09. When students see their teachers as trustworthy, competent, and dynamic, learning accelerates. Each of these areas are malleable and are always at play in the classroom. Teachers with low credibility are not likely to impact the learning of their students and are not likely to be valued members of their teams. Teams want members who are credible with their students so that they can learn from one another. In this session, we explore the components of teacher credibility and identify specific actions that can be taken to increase credibility. In addition, we focus on the skills that credible teachers need to work collaboratively with their peers. These communication and interpersonal skills can facilitate teamwork and foster collective efficacy, or block it. When teams have the necessary skills, and they engage in a collective efficacy cycle, mastery experiences are created such that the team’s efficacy is reinforced. As part of this cycle, teams use evidence of impact to extend their collective efficacy.
Tuesday, May 25, 2021
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