What makes the biggest difference to student learning?

 I came across this recently ... suddenly all the 'dots joined' ... an ephiphany!

"John Hattie and his team have presented Collective Teacher Efficacy (CTE) as the 'new number one' influence related to student achievement several times ... Although Hattie's latest published list of 195 effects in The Applicability of Visible Learning to Higher Education (2015) puts CTE in second place, its effect size of d=1.57 is still huge: it is more than two times bigger than that of feedback (d=0.72), and almost three times bigger than the effect of classroom management (d=0.52). The message seems to be clear: together teachers can achieve more, especially if they collectively believe that they can do so!"

Uru Mānuka held a Teacher Summit (see Robin Sutton ) recently, 106 teachers and 23 workshops sharing teaching and learning practice from Year 1 through to Year 13.

Manaikalani Convenors meet each term at a Convenor's school, our lastest was at Paparore in the Far North. Using research, teacher and student observations, and student achievement data, we have identified high leverage practices (HLPs) that accelerate progress and achievement. Together we are co-constructing effective teaching and learning literacy practices that will raise student achievement.

Recent Uru Mānuka professional learning focussed on reading comprehension and oral language; 17 schools, including our high school and 190 staff attended.

So what is the big deal you may be asking? Uru Mānuka, supported by our Manaiakalani alliance is growing Collective Teacher Efficay (CTE), and as Hattie has identified, this is the 'stuff' that will make the biggest difference! This was what I was thinking as I was sitting in on the HOD of Science workshop at our recent Teacher Summit ... how cool was this! Secondary and primary teachers in the same room, sharing practice! We often talk about student agency, but I believe teacher agency is just as powerful and you cannot have student agency without teacher agency first. What I am observing now is that our Uru Mānuka teachers are starting to believe they do have good practice to share with others, instead of always looking to others or outside providers for all of the answers ... well actually, we can solve our problems and challenges from within, we just need to believe and share the knowledge and skills we possess as a collective!

Bandura(1993, 1997) defines collective efficacy as "a group's shared belief in the conjoint capabilities to organize and execute the courses of action required to produce given leverls of attainment." Bandura found that the positive effects of CTE on student academic performance more than outweigh the negative effects of low socioeconomic status.

Our deliberate and intentional foci must continue on CTE, I believe this will 'move the dial' and ensure we get the biggest 'bang for our buck' ... together teachers can achieve more, especially if they collectively believe that can do so!

Reference: Collective Teacher Efficacy (CTE) according to John Hattie