Relationship Between Teacher Collective Efficacy and Instructional Rounds and Perspectives Regarding Teaching and Learning Impact

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-5 - The Roles of Collective and Self-Efficacy in School Leadership

Abstract

This paper describes a study conducted to investigate connections between collective efficacy and Instructional Rounds (IR). This study examined relationships between IR elements and collective efficacy; differences between teacher collective efficacy and years of IR involvement and differences between the collective efficacy of directly and indirectly involved teachers in the process; main effects on collective efficacy for school type, duration, and the interaction; and impact of IR on teaching and learning. To advance justice for every child, there must be a cultural shift in the way educators view and enact our profession. Together through IR, education leaders and practitioners develop a shared understanding of high quality instruction and what to do to support it – leadership is a shared practice. “1b”

Authors

• Lori Grace, Twin Rivers United School District

• Linda Hauser, California State University - Fresno