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ERIC Number: EJ1132644
Record Type: Journal
Publication Date: 2017-Mar
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0031-7217
The Power of Reflective Action to Build Teacher Efficacy
Awkard, Tiffany
Phi Delta Kappan, v98 n6 p53-57 Mar 2017
Teachers can regain their sense of efficacy if school leaders engage them in a systematic process, the Reflective Action Protocol, of reflecting on their classroom expectations and practices, making adjustments, and taking careful note of improvements in student learning. This process asks instructionally focused questions that push teachers to recognize their own personal biases, give an honest appraisal of their own effect on students, and consider new ways of teaching. By grounding the discussion in close observations of classroom practices and their effects on learning, school leaders can build teacher efficacy and can move teachers to pursue specific priorities that meet the needs of all students. But school leaders must make a serious commitment to a cyclical process of observing teachers, providing immediate, specific feedback, and focusing on the connection among teacher planning, instruction, and their effect on student learning.
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Publication Type: Journal Articles; Tests/Questionnaires; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A