John Hattie has been analysing education research for several years now by doing a meta-study. He has identified various factors which influence learning and the size of their effect. He has recently identified a new effect at the top of the list: Collective Teacher Efficacy.
Hattie defines CTE as “collaborative conversations based on evidence”. With a score of 1.57, this is a very powerful effect, 3 times more powerful than Home Environment, Frequent Testing or Classroom Management. While many of the factors are not things which a school or a teacher can control, this new number 1 is something which we as teachers can work with.
Conditions to foster CTE
Jenni Donohoo (author of a book on CTE) provides some ideas on how we might do this.
- Goal Consensus - have a shared idea about why we exist as an institution ;
- Cohesive Staff - have a shared idea about how we can achieve the vision, and be prepared to work together to achieve that;
- Teachers’ Knowledge About One Another’s Work - know and understand what we are all doing; see how our teaching can mesh effectively with what others are doing;
- Advanced Teacher Influence - see all teachers as leaders and empower them by providing opportunities to make important decisions, working in teams;
- Responsiveness of Leadership - leadership means helping others to do their jobs effectively;
- Effective Systems of Intervention - have systems in place to ensure success for all learners.
Fundamentally, these conditions are activated by a foundational belief that, whatever the challenges, we can make a difference.
- Article by Jenni Donohoo: Fostering Collective Teacher Efficacy: Three Enabling Conditions
- Blog post by Jenni Donohoo: Collective Teacher Efficacy: The Effect Size Research and Six Enabling Conditions.
- Recorded webinar presented by Kristin Anderson
(The first 28 minutes are an introduction to Hattie; so you can skip to 28:53 if you already know about that)
- Interactive chart showing all Hattie effects