Remake your classroom - design for collaboration
The last newsletter introduced a challenge made by Peter Dewitt, author of Collaborative Leadership, Six Influences that Matter Most. Dewitt challenges educators to think about collaborative leadership as including the purposeful actions leaders take to enhance the instruction of teachers and build deep relationships with all stakeholders through understanding self-efficacy and building collective efficacy to deepen our learning together.
Teacher self-efficacy has a .63 effect size and teacher collective efficacy has an effect size of 1.57, well beyond the .40 effect size that equates to one year of student growth with one year of input, according to John Hattie, author of Visible Learning. To empower teacher collective efficacy, teachers need scheduled and consistent time to collaborate about how to hone their craft based on student needs.
Designing space for collaboration may empower student and teacher self-efficacy. According to psychologist, Albert Bandura, self-efficacy is one's belief in his/her ability to succeed in challenging situations or accomplishing a task. A person’s sense of self-efficacy plays a part in how one approaches challenges, change, goals, and tasks.
How are school leaders designing for purposeful collaboration?
Three short videos paint a picture of the importance of designing for collaboration - not lessons but rather space. The design of space can support positive relationships, risk-taking, perspective seeking, and productive struggle. Perhaps watch these three short videos for thinking about designing for collaboration beyond an agenda or lesson plan.
Please contact Jaymie Randel, firstname.lastname@example.org for a collaborative conversation regarding the content of this article.