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Estimation and Efficacy:

Reaching for the Stars

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  1. Welcome!
  2. Individually, complete the Into Class Brain Drain on page 1 of your packet.
  3. When you have ideas written down, chat with your peers to share answers.

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Learning Goal: I am learning to use Teacher Estimates of Achievement and Collective Efficacy to increase student learning.

Clarity Map

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On My Way

(Learning Targets)

Making Progress

(Learning Targets)

Got It

(Success Criteria)

I can…

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  • Recall the meta-analyses of John Hattie.

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  • Define Teacher Estimates of Achievement.

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  • Define Collective Teacher Efficacy.

I can…

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  • Explain the meta-analyses of John Hattie.

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  • Compare and contrast Teacher Estimates and Collective Efficacy .

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  • Explain the key details of Teacher Estimates and Collective Efficacy.

I will know I am successful when I can…

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  • Make commitments to Teacher Estimates and/or Collective Efficacy.

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  • Implement commitments for Teacher Estimates and/or Collective Efficacy.

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The Meta-analyses of John Hattie

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The Meta-analyses of John Hattie

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Teacher Estimates of Achievement Effect Size =

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The Meta-analyses of John Hattie

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Teacher Estimates of Achievement Effect Size =

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1.29

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The Meta-analyses of John Hattie

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Collective Teacher Efficacy Effect Size =

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The Meta-analyses of John Hattie

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Collective Teacher Efficacy Effect Size =

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1.34

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The Meta-analyses of John Hattie

Why might focusing on these be

considered “reaching for the

Stars”?

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The Meta-analyses of John Hattie

Based on these definitions, how are Teacher Estimates similar to and different from Collective Teacher Efficacy?

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Teacher Estimates/Collective Efficacy

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Trick(y) Question: Is this all about relationships?

Trick

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What might get in the way of reaching for the stars in…

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…Teacher Estimates?

…Collective Efficacy?

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TEXTS

Excerpts)

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  1. “Supporting Teacher-Student Relationships to Improve Student Learning”
  2. “Collective Teacher Efficacy”
  3. “Collective Efficacy–The Power of Team and Belief”
  4. “Teacher Expectations of Students”

Reading

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  • Read with intention.

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  • Annotate your text in any way you choose.

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TEXTS

Excerpts (pages 5-8):

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  • “Supporting Teacher-Student Relationships to Improve Student Learning”
  • “Collective Teacher Efficacy”
  • “Collective Efficacy–The Power of Team and Belief”
  • “Teacher Expectations of Students”

Processing

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  • Meet with your expert group to discuss your text.

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  • Use your annotations to guide the discussion.

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READING

Excerpts (pages 5-8):

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  • “Supporting Teacher-Student Relationships to Improve Student Learning”
  • “Collective Teacher Efficacy”
  • “Collective Efficacy–The Power of Team and Belief”
  • “Teacher Expectations of Students”

Response to Text (page 9)

Choose one of the following to respond to the text. Your group may assist you.

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  • QQTP (Quotation, Question, Talking Points)

OR

  • Sentence-Phrase-Word

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Sharing with Home Group

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  • Begin with text 1.

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  • Share the QQTP or Sentence-Phrase-Word with the group.

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  • Share any additional, vital information.

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  • The group should ask questions and discuss the text.

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  • Notes should be taken on the texts, at the bottom of page 9, or on the back side of your handout.

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  • Repeat the process with the remaining texts.

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Synthesis with Home Group

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  • Use the following paragraph frame to synthesize the learning about Estimates and Efficacy:

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Teacher estimates of achievement and collective teacher efficacy are

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the two most crucial elements for student achievement. One reason

that proves this true is _____ because _____. Additionally, ____

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because ____. To incorporate _____, teachers should _____. Because this have

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such a high effect score according to John Hattie, ______ is critical. To do

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better in these areas, I will ____.

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As a teacher, what Commitments will YOU make to REACH FOR THE STARS?

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