Collective Teacher Efficacy

John Hattie's research is perhaps the most influential in highlighting the importance of the quality of teaching in relation to student academic outcomes. Of the 'in-school' effects identified most of the largest were instructional strategies. Schools and systems subsequently focused on pedagogical practices, primarily instructional strategies, and system policy soon dictated every school needed a Pedagogical Framework.

Hattie's later revised analysis is arguably more insightful about where the focus should be. The highest impact factor, with a massive effect size of 1.57, is Collective Teacher Efficacy (CTE). CTE is the ‘collective belief of teachers in their ability to positively affect students’.

If we think about the British Columbian story of the Networks of Inquiry and Innovation and What Motivates Complex Work, we perhaps get a better insight into CTE.

At is most powerful manifestation CTE can result in Collective Flow. This produces exponentially more powerful learning, and therefore outcomes, from the team.

Through the process of Enculturation CTE was built into practices when establishing Griffin State School, and has been emerging quickly in other schools implementing Agile.