[Ous-lp-rp13] EDAD 6020, Response to Answer for Question #3

[Brittany Holsinger]

Ashton,

What you observed during your student teaching, teachers supporting each
other, believing in one another, and doing what is best for students, was a
great example for how grade level teams should be. Witnessing this type of
collective efficacy prior to landing your first job will serve you well,
both during interview process, and when you’re part of your own grade level
team. You’re are correct when you stated that both collective and
self-efficacy are important for meeting goals, and for a school to run
smoothly. The principal you described sounds like a great leader. It is
imperative for effective leaders to promote effective collective efficacy
throughout the building, because it is truly important for staff to believe
in their abilities as a whole.



I agree that self-efficacy is essential in order to be a good teacher that
makes a difference in students’ lives. If you don’t believe in yourself,
how can you expect the students to believe in you, or even themselves? The
truth is, you can’t. I have witnessed a teacher that no longer had
self-efficacy, and she did not believe in her ability to make a difference.
Like you said you could, “catch the feeling when you walk into the
classroom,” the same can be said for a teacher that no longer has
confidence, motivate or drive. I believe you will benefit from having
worked alongside a teacher with such high self-efficacy.
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