Building Teacher Efficacy In Literacy Instruction

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Building Teacher Efficacy In Literacy
Instruction

• What Reading Coaches and Specialists Need To Know
• Presented By
• Maya Morrison-Sadder
• mamorrison_at_cps.k12.il.us

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Is it our role to build teacher efficacy?

• YES!!!!!

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Our Role As Literacy Coordinators Also Includes

• IRA
• Supporting teachers to improve students reading,
  writing, and communication skills and content
  area achievement
• Neufeld and Roper
• Content Coach Change Coach Change coaches act
  as change agents help principals plan, organize,
  implement teacher leadership
• Chicago Public Schools
• Implement differentiated instruction
• Analyze assessment data
• Help teachers interpret data to drive instruction

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Self - Efficacy Is Defined As

• According to Bandura
• beliefs in ones capabilities to organize and
  execute the course of action required to produce
  given attainments

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How Self Efficacy Affects Human Function
According to Bandura

• People will be more inclined to take on a task if
  they believe they can succeed
• Optimum level of self efficacy is a little
  above ability
• People with high self efficacy in a task are more
  likely to expend more effort, and persist longer
• Low self efficacy can lead people to believe
  tasks are harder than they actually are
• People with a high self efficacy are generally of
  the opinion that they are in control of their own
  lives

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Teacher Efficacy Is

• Teacher efficacy measures the extent to which
  teachers believe their efforts will have a
  positive effect on student achievement (Henson,
  2001)

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Building Teacher Efficacy

• How does teacher efficacy impact teaching?
• How does teacher efficacy impact student
  achievement ?
• How can I as a Reading Specialist, build and
  support teacher efficacy in literacy instruction?

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How does teacher efficacy impact instruction?

• Efficacious teachers plan more
• (Allinder, 1994)persist longer with students
  who struggle (GibsonDembo, 1984) and are less
  critical of student errors(Ashton Webb, 1986).
• More willing to accept the risk of negative
  feedback from a coach
• ( Ross, 1992)
• More likely to see coaching as an opportunity to
  expand and consolidate their teaching techniques
  (Ross, 1992)
• Proven to be an important variable in teacher
  effectiveness (Ross,1992)

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How does teacher efficacy impact student
achievement ?

• Researches have repeatedly related teacher
  efficacy to a variety of positive teaching
  behaviors and student outcomes (cf.
  Tschannen-Moran, Woolfolk Hoy, Hoy, 1998)
• Teacher efficacy is strongly related to
  achievement ( Ashton Webb, 1986Moore
  Esselman, 1992 Ross, 1992)
• Previous research has found that teacher efficacy
  predicts teachers implementation of innovative
  programs and student achievement ( Ross, 1992)
• Student achievement would be higher in the
  classrooms of teachers with high teacher efficacy
  beliefs , was confirmed
• ( Ross, 1992)

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How can I as a Reading Specialist, build and
support teacher efficacy in literacy instruction?

• The Three Phases
• Foundation Connect, Set GRRATE expectations,
  Observe, Prepare, Be Present Permission Check
• Learning Loop Share perceptions of performance,
  Ask learning questions to explore beliefs,
  Respectfully and reflectively listen
• Forwarding the Action Solicit and suggest
  options, Request specific changes, Require
  changes in performance levels, Clarify action,
  commitment and follow up plan, Offer support
• (Crane, 2002)

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In PracticeFirst Steps

• During This Past School Year
• Needs Assessments
• Grade Level Teacher Leadership Literacy Team
• Foundation to be grounded in constructivist
  leadership Focused heavily on the importance of
  conversations The Constructivist Leader
  (Lampert,2000)
• Clear vision, goals and benchmarks aligned to
  standards
• Strong grade level collaboration to strengthen
  cohesion and provide support
• Focus on analyzing student work and use of
  formative assessments to drive instruction
• Ongoing direct support in the classrooms through
  coaching, modeling and observing

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Impact of Teacher Efficacy on Teaching(NTA)

• Dared to be reflective
• Appreciative of our roles and viewed Specialists
  as partners
• Ready to try new techniques
• Realized value of research and utilized it in
  practice
• Focused squarely on student achievement
  strengthening of school vision
• Admitted when they need help
• Verbally expressed aha moments and shared them
  collectively
• Realized they dont have to professionally
  develop in a workshop information can be used
  and digested over time
• Trusted their own judgment
• Believed their students can learn and they play a
  major role student learning

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Impact of Teacher Efficacy on Student Achievement
(NTA)

• Ownership of learning
• Participant as opposed to observer in the
  classroom
• Understands learning is continuous not as
  concerned with getting it right more concerned
  with the journey
• Every student was reading a book independently
  students could name book, author, etc
• Third grade students improved leaps and bounds
  according to running records testing and
  classroom assessments
• Upper grade students improved according to SRI ,
  fluency snapshots and writing samples
• Students believed adults were there to help and
  support their learning process
• Reading became a favorite subject

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What I learned

• Keep It Simple Sweetie
• LISTEN
• Record, file, chronicle all needs assessments, PD
  presentations, notes, etc review over time for
  reflection and as a reference
• Ask questions to problem solve
• Most important role of constructivist leadership
  is to facilitate the conversations

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In Summation as an Administrator, Teacher Leader
or Reading Specialist to build teacher efficacy .

• Keep It Simple ( initiatives, vision, goals)
• Observe literacy instruction early and often
• Celebrate accomplishments and small milestones
  with positive feedback
• Engage in conversations with teachers about
  literacy philosophy, understand process for
  teaching and learning from visiting classrooms
• Provide teachers with data research that models
  desired improvement (90/90/90)
• Understand Systems Management (Senge)
• Be willing to show teachers, tell teachers,
  provide research and then show, tell teachers,
  and provide research again, and again, and again
• Build PLCs understand adult learners
• Reading Specialist plan lessons with teachers,
  co teach and present PD together

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Reflection

• Coaching is a journeyYou will never arrive
• Paradoxical Commandments
• People are illogical, unreasonable, and
  self-centered. Love them anyway.
• If you are successful, you win false friends and
  true enemies. Succeed anyway.
• The good you do today will be forgotten tomorrow.
  Do good anyway.
• People really need help but may attack you if you
  do help them. Help them anyway.
• --Kent M. Keith

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QUESTIONS???