The Importance of Collective Leader Efficacy in School Leadership Teams
Collective leader efficacy is a crucial aspect of school or district leadership teams. It involves the ability to develop a shared understanding and engage in joint work that focuses on evaluating the impact they have on the learning of both adults and students in a school setting. This concept emphasizes the importance of considering each member’s theory of learning in order to effectively guide instruction and curriculum development.
According to Dr. Cynthia Schubert-Irastorza, understanding learning theories is essential for effective instruction and successful curriculum development. John Hattie also highlights the significance of discussing theories of learning alongside teaching strategies in staff meetings. By exploring different theories of learning, leadership teams can gain valuable insights into how their members learn and tailor their strategies accordingly.
During a workshop for school leaders in Perth, Australia, participants engaged in discussions about various theories of learning, ranging from Rosenshine’s Principles to Cognitivist learning models. These conversations highlighted the importance of aligning the understanding of how students and adults learn with the strategies implemented in educational initiatives.
However, achieving collective leader efficacy can be challenging for some school leadership teams. Often, leaders and teachers are overwhelmed with multiple initiatives and struggle to establish a cohesive approach to achieving their goals. Without a shared understanding and collaborative effort, these initiatives may lack direction and fail to produce significant impact.
Challenges Faced by School Leadership Teams
One common challenge faced by school leadership teams is the lack of communication and collaboration in developing strategic plans. During a workshop session, a team discovered that one teacher had not seen the strategic plan created by the principal during the summer break. This disconnect highlighted the importance of involving all team members in the planning process and fostering a culture of shared understanding.
Building shared understanding among leadership teams involves creating a common language and aligning goals to ensure everyone is on the same page. By establishing systems and strategies for communication and collaboration, school leaders can work towards achieving a common understanding and collective efficacy.
Promoting Shared Understanding and Joint Work
To promote shared understanding, school leaders can involve teachers in creating the agenda for staff meetings and encourage active participation in discussions. By fostering a culture of learning and collaboration, leaders can ensure that meetings serve as platforms for developing shared understanding and learning from one another.
Joint work, as described by Judith Warren Little, involves shared responsibility for teaching, autonomy, support for teacher initiative, and professional affiliations. When leadership teams engage in joint work focused on student impact, the sense of collaboration shifts to a shared purpose or calling. Conversations around theories of learning can deepen this collaboration and enhance the effectiveness of joint work among team members.
Evaluating the impact of leadership initiatives is essential for continuous improvement. Zaretta Hammond emphasizes the importance of focusing on student outcomes and evaluating the effectiveness of leadership practices. By reflecting on their impact on student learning, leadership teams can make informed decisions and drive meaningful change in their schools.
In conclusion, collective leader efficacy plays a crucial role in school leadership teams by fostering shared understanding, promoting joint work, and evaluating impact. By embracing theories of learning and engaging in collaborative efforts, leadership teams can enhance their effectiveness and drive positive outcomes for students and educators.
In her new book, “Teaching for Instructional Equity and Justice,” the author emphasizes the importance of putting students back at the center of teaching. She argues that focusing on students, rather than just instructional strategies, is crucial for creating a responsive and effective learning environment. According to her, true responsiveness is demonstrated in how teachers react when students are confused, as this is a critical moment for teaching essential learning skills.
Furthermore, the author emphasizes the significance of evaluating collective leadership impact by prioritizing student outcomes. When leaders come together to discuss their joint efforts, it is essential to consider how students are progressing as a measure of success. This student-centered approach is key to assessing the effectiveness of leadership practices and making informed decisions for improvement.
The author also shares a story about a school where staff members were unaware of the contents of their school improvement plan because the principal had developed it in isolation. This anecdote underscores the importance of the three core principles of collective leader efficacy: shared understanding, engagement in joint work, and evaluation of impact. By prioritizing these principles, schools can break out of isolation and create cohesive systems that benefit both students and staff.
In conclusion, the author’s message is clear: to create inclusive and effective learning environments, educators must prioritize students at the center of their teaching and leadership practices. By focusing on student needs, engaging in collaborative efforts, and evaluating impact based on student outcomes, schools can foster a culture of equity, justice, and continuous improvement.
