Publication Date
12-5-2023
Subjects
Educational leadership, Organisational effectiveness, Principal effectiveness, Distributed leadership, Learning communities, Primary secondary education, Programs
Abstract
Collective efficacy has become a prominent feature in educational policy and practice with growing evidence that a strong sense of collective efficacy amongst educators leads to better outcomes for students. With growing interest in the importance of collective efficacy and how to cultivate it, the Collective Efficacy Tracking Tool was created to address challenges associated with understanding, diagnosing, and developing collective efficacy. This Framework describes the development of the Collective Efficacy Tracking Tool, defining collective efficacy in a way that it can be operationalised to leverage improvement efforts. The Framework and accompanying Collective Efficacy Tracking Tool provide a practical resource for educators and researchers interested in understanding and developing collective efficacy that positively impacts student outcomes.
Recommended Citation
Elliott, K., & Hollingsworth, H. (2023). Collective Efficacy Tracking Tool. Development Framework 2023. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-722-9
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
Copyright 2023 The Australian Council for Educational Research, provided under a Creative Commons Attribution NonCommercial NoDerivs 4.0 International Licence
Place of Publication
Camberwell, Victoria
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-722-9
DOI
https://doi.org/10.37517/978-1-74286-722-9
Included in
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons
Comments
The Collective Efficacy Tracking Tool was developed in partnership with the Menzies Foundation through the work of the Menzies School Leadership Incubator. Significant thanks go to the Collier Charitable Fund, for their three year commitment, supporting the three female, Victorian Government school leaders, Collier School Leader Fellows; Karen Snibson, Maria Karvouni and Anne Stout. We’d also like to thank the many people who have provided their input and contributed their ideas into the development of the framework, in particular the Collaborative Team members, Menzies Fellows, and the many other school leaders we’ve engaged with who have informed this work and afford the learning to happen. We also thank Jonathan Heard for his considered input into the Tool, and Liz Gillies and Sarah Jenkins for their review.