Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. 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 Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.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. Smith earned his doctorate in educational leadership from San Diego State University and a master of social work from the University of Southern California.

• 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

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