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Abstract
Teachers can regain their sense of efficacy if school leaders engage them in a systematic process, the Reflective Action Protocol, of reflecting on their classroom expectations and practices, making adjustments, and taking careful note of improvements in student learning. This process asks instructionally focused questions that push teachers to recognize their own personal biases, give an honest appraisal of their own effect on students, and consider new ways of teaching. By grounding the discussion in close observations of classroom practices and their effects on learning, school leaders can build teacher efficacy and can move teachers to pursue specific priorities that meet the needs of all students. But school leaders must make a serious commitment to a cyclical process of observing teachers, providing immediate, specific feedback, and focusing on the connection among teacher planning, instruction, and their effect on student learning.
Reference
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Bandura, A. (1994). Self-efficacy. In Ramachaudran, V.S. (Ed.), Encyclopedia of human behavior, Vol. 4. New York, NY: Academic Press. Google Scholar |
