Teaching and Learning that hits the mark! (evidence based results)
“The broad consensus from research is that teacher quality is the single most important school variable influencing student achievement.” (OECD)
It has been incredibly exciting to witness the increased buzz of professional conversation, and the enthusiasm and powerful action around teaching and learning evident in the classrooms and outdoor spaces at Mosman Prep.
Our staff’s engagement with ‘strategic planning’ (throughout 2021 and 2022) has led to many exciting developments. The most significant of these has been a noticeable increase in collective teacher efficacy.
“John Hattie and his team have presented Collective Teacher Efficacy (CTE) as the ‘new number one’ influence related to student achievement.” (Visible Learning)
Collective efficacy refers to a shared belief that the school's staff can have a positive impact on student achievement – despite other influences in the students' lives that challenge their success. Collective efficacy is evident when teachers see themselves as part of a team working for their students. When educators believe in their collective ability to lead the improvement of student outcomes, higher levels of achievement result. (Donohoo, 2018)
Our strategy focus on ‘exceptional’ teaching and learning has included:
- Prioritising ‘exceptional teaching’
- Defining the habits and patterns of Mosman Prep’s approach to exceptional teaching
- Prioritising evidence-based learning approaches and programs (informed by data) that most improve student outcomes
Teachers who attribute student success to factors inside their control (looking at alternative strategies, collaborating with colleagues, helping students see themselves as capable learners) rather than factors outside their control (family situation, class size, student effort, student priorities and distractions) have much higher levels of efficacy.
Tangible positive developments at Mosman Prep have included …..
- improving our teacher professional development provision,
- using a data platform to store and analyse data, for the purpose of informing teaching practice and supporting student growth, and
- increasing the collaborative time teachers are focused on development of teaching practice.
When teachers learn and implement new effective practices, students benefit.
When teachers come to think, know, understand, and practice differently in a demonstrable area of student learning needs, student achievement is positively impacted.
Research has demonstrated that in schools where there is a high degree of collective efficacy, teachers display a positive attitude to professional development, exhibit deeper implementation of evidence-based instructional strategies, and have a stronger focus on academic pursuits. In addition, student behaviour improves, and they exhibit more positive beliefs about their ability to grow and learn at school. (Donohoo, 2017)
The staff at Mosman Prep are united as a Professional Learning Community, with teachers collaboratively focused on continuous improvement, by linking the learning needs of students with the professional learning and practice of teachers.
Peter Grimes | Headmaster
References:
Visible Learning - Sebastian Waack 2022
Link - Visible-learning/collective-teacher-efficacy-hattie
Victorian State Government 2019
Link - Education/teaching-resources/developing-collective-efficacy
