Great Expectations

1. Developing high expectations of what students, schools and school communities can achieve. Great Expectations Efficacy and Motivation Ideas developed in this presentation were developed from the following paper Collective efficacy beliefs Goddard, Hoy & Hoy

2. Treat a man as he is, he will remain so. Treat a man the way he can be and ought to be, and he will become as he can be and should be.“ Goethe We are always paid for our suspicion by finding what we suspect. Henry David Thoreau If you think you can, you can. And if you think you can't, you're right. Henry Ford If we did the things we are capable of, we would astound ourselves. Thomas Edison High expectations are the key to everything. Sam Walton

3. Individual Sense of Efficacy • Confidence in one’s ability to complete tasks, to make change and improvement Collective efficacy • Confidence in a team’s ability to complete tasks, to make change and improvement

4. Self Efficacy (confidence)

5. Motivation motivation – the psychological feature that arouses an organism to action toward a desired goal

6. Perceptions and feelings of efficacy strongly influences motivation Efficacy (confidence) Motivation

7. Collective Efficacy Beliefs and Group Goal Attainment • The power of collective efficacy.. lies in the expectations for action that are socially transmitted by collective efficacy perceptions.

8. Some teachers will find themselves in schools with low morale and a depressed sense of collective efficacy whereas other teachers will work in schools possessed by a high degree of mutuality, shared responsibility, and confidence in the conjoint capability of the faculty. students classes students classes class.

9. Connections to Teachers’ Sense of Efficacy and Influence • Where teachers think highly of their collective capability they sense an expectation for successful teaching and are more likely to put forth the effort required to help students learn. • Where perceived collective efficacy is lower, it is less likely that teachers will be pressed by their colleagues to persist in the face of failure or that they will change their teaching when students do not learn.

10. What influences efficacy? Mastery Experience Self Efficacy Observation Experience Motivation Social persuasion Collective Efficacy Emotional States

11. Mastery Experience • Acknowledge strengths and interests • Build on prior learning • Vygostky (Zone of proximal development) • Achievable challenge • Focus on improvement • Recognise and celebrate success • Reflect on personal learning capacities

12. Observation Experience • Observe successful T/L peer observation(T)/peer assessment(S) • Reflect upon successful T/L professional learning(T)/personal learning (S) • Investigate and analyse exemplary work TPL, E5, knowledgebank, POLT, E-potential, top-cats, ….

13. Social Persuasion • Everyone can learn • Cultivate positive Class/School/network Culture • “Yes we can” “You can do it” • Constructive collaboration/networking • Celebrate recognise effort and improvement • Negate negativity (put downs/tall poppy)

14. Emotional States The learning environment is supportive and productive (POLT1) • The leader builds positive relationships with and values each learner. Through modelling strategies based on cooperation and mutual support, an environment is created where learners feel comfortable to pursue inquiries and express themselves. They take responsibility for their learning and are prepared to pursue and try out new ideas. In learning environments that reflect this principle the leader: • 1.1 builds positive relationships through knowing and valuing each person • 1.2 promotes a culture of value and respect for individuals and their communities • 1.3 uses strategies that promote learners self-confidence and willingness to take risks with their learning • 1.4 ensures each learner experiences success through structured support, the valuing of effort, and recognition of their work.

15. Fostering Collective AgencyThe more teachershave the opportunity to influence instructionally relevant schooldecisions, the more likely is a robustsense of collective efficacy. Collective efficacy beliefs, in turn, foster commitment to school goals and gains in student achievement.

16. The learning environment promotes independence, interdependence and self motivation POLT2 • Leaders model practices that build independence and motivate learners to work in an autonomous manner. Learners are involved in decision making in relation to what and how they learn and are encouraged to take responsibility for their learning. Team building skills are also explicitly taught so that learners learn to collaborate, negotiate and contribute to joint assignments and experience the sharing of roles, responsibilities and ownership. In learning environments that reflect this principle the leader: • 2.1 encourages and supports learners to take responsibility for their learning • 2.2 uses strategies that build skills of productive collaboration.

17. Learners’ needs, backgrounds, perspectives and interests are reflected in the learning program POLT3 • A range of strategies is used to monitor and respond to learners’ different learning needs, social needs, and cultural perspectives. Learners’ lives and interests are reflected in the learning sequences. A variety of strategies are used to accommodate the range of abilities and interests, and to encourage diversity and autonomy. In learning environments that reflect this principle the leader: • 3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual learners • 3.2 uses a range of strategies that support the different ways of thinking and learning • 3.3 builds on learners' prior experiences, knowledge and skills • 3.4 capitalises on learners' experience of a technology rich world.