The Teacher Credibility and Collective Efficacy Playbook, Grades K-12

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching!Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance. Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focuson restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learningto K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master’s degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance.Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talkon building relationships between students and teachers.

• List of VideosForewordAcknowledgmentsIntroduction: Linking Teacher Credibility and Collective EfficacyTeacher CredibilityCollective Teacher EfficacyWhen Teacher Credibility and Collective Efficacy CollideWhen Teacher Credibility and Collective Efficacy ThriveThe Long-Term Implications of Teacher Credibility and Collective EfficacyA Chain Is as Strong as Its Weakest LinkThe Organization of This BookChapter 1: Teacher Credibility and Collective EfficacyWhat Students RememberTeacher Credibility DefinedCollective Teacher EfficacyDimensions of Collective EfficacyConcluding Thoughts About Teacher Credibility and Collective EfficacyChapter 2: TrustCreating and Maintaining Trust With StudentsTrust DefinedA Measurement of TrustUse Trust Data to Take ActionRegain Trust When It Has Been DamagedUse Trust to Build Teacher-Student RelationshipsSix Easy Actions for Building Teacher-Student RelationshipsCollective Efficacy and TrustConcluding Thoughts About TrustChapter 3: CompetenceDemonstrating Competence in Your Subject and Your TeachingCompetence DefinedPedagogical Content KnowledgeGradual Release of Responsibility DefinedFocused Instruction in PracticeCollaborative Learning in PracticeGuided Instruction in PracticeIndependent Learning in PracticeCollective Efficacy and CompetenceConcluding Thoughts About CompetenceChapter 4: DynamismHarnessing the Power of DynamismDynamism DefinedDynamism Through EnthusiasmDynamism Through Immersion in the SubjectDynamism Through Creative and Innovative ApproachesDynamism Through Teacher as LearnerStudent Perspectives on Relevant Learning ExperiencesIncreasing Relevance for StudentsBoring Independent TasksVisuals and PresentationsCollective Efficacy and DynamismConcluding Thoughts About DynamismChapter 5: ImmediacyAttending to ImmediacyImmediacy DefinedMeasuring ImmediacyOptimizing Your ImmediacyProximityVulnerabilityThe Power of TouchImmediacy and Collective EfficacyConcluding Thoughts About ImmediacyChapter 6: Collective Efficacy SkillsBuilding Collective EfficacySupportive Structures for Building Collective EfficacyCommunication Tools Build Collective EfficacyPausingParaphrasingPosing QuestionsProviding DataPutting Ideas on the TablePay Attention to Self and OthersPresume Positive IntentionsCollective Efficacy and Relational TrustA Measure of Faculty TrustWhen Trust Is BrokenConcluding Thoughts About Collective Efficacy SkillsChapter 7: Collective Efficacy in ActionCollective Effort and CollaborationCollective Responsibility + Action = Collective EfficacySet Collective Efficacy Into MotionLearning WalksMicroteachingAssignment AnalysisA Model for Collective Efficacy in ActionLeadership Sustains Collective Efficacy and Teacher Credibility EffortsConcluding Thoughts About Collective Efficacy in ActionReferencesIndex