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Learning Assumptions Concept Flow

Broad Assumptions of Teacher Efficacy


Teachers are intrinsically motivated to help students


Educators solve problems with teamwork

Collective Efficacy

Educators are interdependently linked to the success of the organization


The local school culture, community needs, institutional knowledge and cultural proficiency are prioritized in the organizational objectives and goals

Collective Inquiry

Educators have processes that influence critical examination of practice


Educators strategize root causes and intervene to meet goals and objectives

Impactful Assumptions

School are unique entities. Best practices from other domains are consulted, but not blindly adopted.

Principals facilitate and lead teacher teams as the most effective way to assess teacher effectiveness.

Teachers demonstrate their effectiveness by being an active member of a Professional Learning Community.

Teacher evaluation rubrics focus on processes of collective inquiry, collaboration, and context.

Teachers work within collaborative teams to assess their needs as professionals, and the needs of their students. Educators collectively research, prioritize, select and implement strategies to improve professional learning and student learning, demonstrating their effectiveness.

Communicate. Communicate. Communicate

New Processes of Evaluation

Student Learning Focused Mission

Contributions to Collaborative Teams

Data Utilization

Goal Setting

Curriculum and Pedagogy

Improvement of Practice

Examination of Practice

Figure 6.7 Learning assumptions concept flow


Donohoo, J. (2017). Collective efficacy: How educators' beliefs impact student learning. Thousand Oaks, CA: Corwin.

Donohoo, ]., Hattie, ]., & Eells, R. (2018, March). The power of collective efficacy. Educational Leadership, 75(6), 40-44.

Goddard, R., Goddard, Y., Kim, E. S., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American loumal of Education, 121(4), 501-530.

Hirsch, S., & Crow, T. (2017). Becoming a learning team. Oxford, OH: Learning Forward.

Jones, N. D., Bettini, E., & Brownell, M. (2019). Competing strands of educational reform policy: Can collaborative school reform and teacher evaluation reform be reconciled? The Elementary School /ournal, 119(3), 468-486.

Moss, C. M., & Brookhart, S. M. (2012). Learning targets: helping students aim for understanding in today's lesson. Alexandria, VA: ASCD.

Sergiovanni, T., & Starratt, R. (2007). Supervision: A redefinition. New York, NY: McGraw-Hill Education.

Supplemental Material


are responsive

Teachers have the majority of influence

Figure 6.8 Assumptions of a Learning Evaluation

Collective Inquiry

Educators have processes that influence critical examination of practice.


The local school culture, community needs, institutional knowledge and cultural proficiency are prioritized in the organizational objectives and goals.

Figure 6.9 Broad assumptions of teacher efficacy

Paramount Assumption:

The mission of the school is to ensure that all students learn, grow and achieve academically and behaviorally. Student learning is paramount. We live and embrace this assumption by learning as adults through a process of collective inquiry.

Figure 6.10 Paramount assumption

Professional Learning Communities

PLCs are groups or teams of educators committed to collaborating and being engaged In collective inquiry into best practices and current performance in an environment that supports relevant research. The PLC strives to gather evidence of current learning, develop new strategies and analyze the impact. PLCs take collective responsibility for the results of student achievement and teacher professional learning.

Figure 6.11 Professional learning communities

Mission and Beliefs

All students can learn and learn at high levels. This Is the most basic aspect of a PLC. Failure to embrace this mission and belief would be an indication that an Individual no longer needs to be a teacher.

Figure 6.12 Mission and beliefs

Professional Learning Communities

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Teachers use data to identify instructional strategies in order to increase student learning and achievement.

Teachers work in PLCs to observe one another teaching, provide feedback and improve their practice.

Teachers recognize and celebrate each other's strengths.

Teachers analyze student work and investigate ways to provide more rigorous instruction and push student learning.

Teachers identify areas of improvement and work as a team to help each other become better at their practice.

Figure 6.13 Professional learning communities: graphic

Contributions to Learning and Knowledge

Teachers contribute to learning new knowledge by receiving and providing feedback on their practice to and from one another.

Teachers discuss and try new and research-based instructional strategies; reading current trends, research, publications and innovative practices from other teachers and experts.

Teachers and administrators work collaboratively to establish class/subject and individual goals of student achievement and develop action plans to meet those goals.

Action plans incorporate resources needed, professional learning and intermittent time frames for assessing the success of the student learning goals.

Teachers work in collaboration to deliver a guaranteed and viable curriculum. Teachers analyze state standards to clarify essential learning and the depth of knowledge students need to learn, grow and achieve academically.

Teachers develop and use assessments to pace student learning, analyze data and identify students in need of enrichment or remediation.

Figure 6.14 Contributions to learning and knowledge

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