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Author:   Douglas Fisher (San Diego State University, USA) ,  Nancy Frey (San Diego State University, USA) ,  Dominique Smith (Health Sciences High and Middle College, USA) ,  Corwin
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Weight:   0.780kg
ISBN:  

9781071812549

ISBN 10:   1071812548
Pages:   280
Publication Date:   22 June 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Spiral bound
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

List of Videos Foreword Acknowledgments Introduction: Linking Teacher Credibility and Collective Efficacy Teacher Credibility Collective Teacher Efficacy When Teacher Credibility and Collective Efficacy Collide When Teacher Credibility and Collective Efficacy Thrive The Long-Term Implications of Teacher Credibility and Collective Efficacy A Chain Is as Strong as Its Weakest Link The Organization of This Book Chapter 1: Teacher Credibility and Collective Efficacy What Students Remember Teacher Credibility Defined Collective Teacher Efficacy Dimensions of Collective Efficacy Concluding Thoughts About Teacher Credibility and Collective Efficacy Chapter 2: Trust Creating and Maintaining Trust With Students Trust Defined A Measurement of Trust Use Trust Data to Take Action Regain Trust When It Has Been Damaged Use Trust to Build Teacher-Student Relationships Six Easy Actions for Building Teacher-Student Relationships Collective Efficacy and Trust Concluding Thoughts About Trust Chapter 3: Competence Demonstrating Competence in Your Subject and Your Teaching Competence Defined Pedagogical Content Knowledge Gradual Release of Responsibility Defined Focused Instruction in Practice Collaborative Learning in Practice Guided Instruction in Practice Independent Learning in Practice Collective Efficacy and Competence Concluding Thoughts About Competence Chapter 4: Dynamism Harnessing the Power of Dynamism Dynamism Defined Dynamism Through Enthusiasm Dynamism Through Immersion in the Subject Dynamism Through Creative and Innovative Approaches Dynamism Through Teacher as Learner Student Perspectives on Relevant Learning Experiences Increasing Relevance for Students Boring Independent Tasks Visuals and Presentations Collective Efficacy and Dynamism Concluding Thoughts About Dynamism Chapter 5: Immediacy Attending to Immediacy Immediacy Defined Measuring Immediacy Optimizing Your Immediacy Proximity Vulnerability The Power of Touch Immediacy and Collective Efficacy Concluding Thoughts About Immediacy Chapter 6: Collective Efficacy Skills Building Collective Efficacy Supportive Structures for Building Collective Efficacy Communication Tools Build Collective Efficacy Pausing Paraphrasing Posing Questions Providing Data Putting Ideas on the Table Pay Attention to Self and Others Presume Positive Intentions Collective Efficacy and Relational Trust A Measure of Faculty Trust When Trust Is Broken Concluding Thoughts About Collective Efficacy Skills Chapter 7: Collective Efficacy in Action Collective Effort and Collaboration Collective Responsibility + Action = Collective Efficacy Set Collective Efficacy Into Motion Learning Walks Microteaching Assignment Analysis A Model for Collective Efficacy in Action Leadership Sustains Collective Efficacy and Teacher Credibility Efforts Concluding Thoughts About Collective Efficacy in Action References Index

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Author Information

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, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, The Teaching Reading Playbook, and Welcome to Teaching!. Nancy Frey is a Professor in Educational Leadership at San Diego State 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 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 focus on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning to 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 Talk on building relationships between students and teachers. 

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