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9781071888629

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This book is a game changer. This step-by-step manual for establishing collective efficacy that fosters student learning is absolutely necessary in education—not just in this current environment, but always. There’s something for everyone in this book. It’s relevant for district leaders—even school boards, principals, coaches, and classroom teachers. The actionable steps in this book are not grade-level specific. They work for all grade levels, all content areas, all schools everywhere. It contains opportunities in every chapter to respond, reflect, collaborate, and set goals that will make schools better. Everyone wins when the steps outlined throughout this book are taken—administrators, teachers, students—everyone wins. This is more than a feel-good book, more than a book full of lessons—it’s a resource that makes collective efficacy attainable. Collaborating Through Collective Efficacy Cycles could just prompt an educator’s revival. -- Elaine Shobert * Literacy Coach and Lead Teacher Rock Rest Elementary School, Monroe, NC * This text really advocates for authentic, meaningful professional learning experiences in-house that honor the teacher. Collaborating Through Collective Efficacy Cycles will resonate with and meet the needs of many educators. The clear process shared is powerful because it can be used across grade levels. It really works for all teams. Our teachers are our greatest source of professional development and giving them this roadmap to improve practice is essential. -- Katie McGrath * Instructional Facilitator Loudoun County Public Schools, Aldie, VA * For those of us working on high-quality instruction and developing teacher capacity, this text presents the PLC process as a well-framed, well-explained, and well-attained growth cycle for our teachers. Collaborating Through Collective Efficacy Cycles takes on a topic that many schools have had mixed results with. This playbook essentially guides educators with action steps. Many readers have had some experience with a version of a PLC in their district, but it is safe to say that this provides a more systematic approach in tapping into teacher leadership. -- Michael Rafferty * Director of Teaching and Learning Derby Public Schools, Derby, CT *

This book is a game changer. This step-by-step manual for establishing collective efficacy that fosters student learning is absolutely necessary in education-not just in this current environment, but always. There's something for everyone in this book. It's relevant for district leaders-even school boards, principals, coaches, and classroom teachers. The actionable steps in this book are not grade-level specific. They work for all grade levels, all content areas, all schools everywhere. It contains opportunities in every chapter to respond, reflect, collaborate, and set goals that will make schools better. Everyone wins when the steps outlined throughout this book are taken-administrators, teachers, students-everyone wins. This is more than a feel-good book, more than a book full of lessons-it's a resource that makes collective efficacy attainable. Collaborating Through Collective Efficacy Cycles could just prompt an educator's revival. -- Elaine Shobert * Literacy Coach and Lead Teacher Rock Rest Elementary School, Monroe, NC * This text really advocates for authentic, meaningful professional learning experiences in-house that honor the teacher. Collaborating Through Collective Efficacy Cycles will resonate with and meet the needs of many educators. The clear process shared is powerful because it can be used across grade levels. It really works for all teams. Our teachers are our greatest source of professional development and giving them this roadmap to improve practice is essential. -- Katie McGrath * Instructional Facilitator Loudoun County Public Schools, Aldie, VA * For those of us working on high-quality instruction and developing teacher capacity, this text presents the PLC process as a well-framed, well-explained, and well-attained growth cycle for our teachers. Collaborating Through Collective Efficacy Cycles takes on a topic that many schools have had mixed results with. This playbook essentially guides educators with action steps. Many readers have had some experience with a version of a PLC in their district, but it is safe to say that this provides a more systematic approach in tapping into teacher leadership. -- Michael Rafferty * Director of Teaching and Learning Derby Public Schools, Derby, CT *

Author Information

Toni Faddis, EdD, is a Corwin author and full-time professional learning consultant. Toni was previously a bilingual teacher and Reading Recovery specialist in elementary and middle schools, as well as a principal in San Diego. In addition, Toni served as a district central office leader responsible for equity, access, and leadership development throughout the largest elementary school district in California. She holds teaching and administrative services credentials in California and earned her doctoral degree in educational leadership from San Diego State University. Toni also mentors and coaches current and aspiring school leaders in the Educational Leadership Department at San Diego State University. Toni is the co-author of PLC+: A Playbook for Instructional Leaders, Collaborating Through Collective Efficacy Cycles, and The Ethical Line. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator.  He is a credentialed teacher and leader in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  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. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

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