Ashton and Webb (1986) found that, "Teachers with low teaching efficacy don't feel that teachers, in general, can make much of a difference in the lives of students, while teachers with low personal teaching efficacy don't feel that they, personally, affect the lives of the students." Yeah, I'd say self-efficacy matters.
Recently in Teacher Voice Category
November 08, 2016
November 06, 2016
Status can prevent us from getting to the heart of the issue with a student or another adult, and sometimes it's based in having a low level of self-efficacy. If we want to have the best conversations with others, and focus on learning, we need to lower our status and help raise theirs.
October 30, 2016
If you want a hard hitting blog post about how schools need to change, this is not the one for you. However, if you want to read some ways I learned from my staff when I was a principal, give this one a click.
October 19, 2016
How can one sentence change the trajectory of student learning? It shows the power of feedback.
October 04, 2016
Listening is one of the most important aspects to our learning, but many of us don't do it well, and we definitely could do it better with our students.
September 20, 2016
There are many reasons why instructional coaching is crucial to teacher development, and here are a few ways to do it well.
September 18, 2016
There's compliance and then there is over-compliance. Over compliance is built by chipping away at one's credibility and it starts one conversation at a time after the person leaves the room.
September 06, 2016
Collaborative leadership is about working in partnership with those groups that are a part of the school community, and there are 6 influences based on the research of John Hattie to help get leaders there.
August 28, 2016
We always tell students to learn from their mistakes but it seems that we don't give the same courtesy to instructional coaches. Why is that? Here are five steps coaches can take to reinvent their program.
August 07, 2016
So often leaders hear that they are "Going to the dark side" when they enter into school leadership. We need to stop treating leaders like they're leaving the trenches when they're actually right there in them with teachers.