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. Dr. Dominique Smith is an award-winning educator, author, and school leader who has dedicated two decades to transforming schools into inclusive, safe, and empowering spaces for students and educators alike. He currently serves as Principal at Health Sciences High and Middle College in San Diego, California.Dr. Smith earned his Doctorate in Educational Leadership from San Diego State University and a Master of Social Work from the University of Southern California. His dual expertise in education and social work uniquely positions him to bridge the gap between academic success, emotional safety, and equitable school culture.A passionate advocate for belonging, restorative practices, and leadership development, Dr. Smith has co-authored several influential books, including Belonging in School: Creating a Place Where Kids Want to Learn and Teachers Want to Stay, Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management, Building Equity: Policies and Practices to Empower All Learners, Leader Credibility, How Leadership Works: A Playbook for Instructional Leaders, and The Restorative Practices Playbook.In recognition of his commitment to fostering safe and supportive school environments, Dr. Smith received the National School Safety Award from the School Safety Advocacy Council. His TED Talk on building authentic relationships between students and teachers has inspired educators across the country to reimagine connection as the cornerstone of effective teaching and learning.Through his leadership, writing, and speaking, Dr. Smith continues to champion the belief that when students feel seen, heard, and valued, they are empowered to thrive — both academically and personally. His work challenges schools to move beyond compliance and discipline toward cultures of belonging, accountability, and restorative growth.

• 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