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The belief that we can make a positive on student learning, first, requires that we have clarity on what the learning is, why are students are learning it, an how we will know they will learned it!

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How can we utilize teacher clarity to help students reach their IEP goals?  How can we get the water to the end of the row in helping our aides and interventionists?

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How can we utilize teacher clarity to help students reach their IEP goals?  How can we get the water to the end of the row in helping our aides and interventionists?

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The struggle is real! When we have to depend or believe that our co-workers will know what our students need when they are collectively teaching (example would be target time)

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The struggle is real! When we have to depend or believe that our co-workers will know what our students need when they are collectively teaching (example would be target time)

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We are going to have to  build new efficacy as teams and teachers based on the rigor of the standards. 

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We are going to have to  build new efficacy as teams and teachers based on the rigor of the standards. 

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Aha moment-- making studnets aware of what they are learning, why they are learning it, and what success looks like helps students identify gaps in the learning process.  Teacher clarity will help students even young learners self access thier learning.

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Aha moment-- making studnets aware of what they are learning, why they are learning it, and what success looks like helps students identify gaps in the learning process.  Teacher clarity will help students even young learners self access thier learning.

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Sometimes I forget to clarify the WHY we are teaching something.

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Sometimes I forget to clarify the WHY we are teaching something.

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We see the strong correlation of Teacher clarity and Collective Teacher Efficacy. We feel that teachers need to recognize that they have Teacher Clarity and Collective Efficacy - it is not something extra, many are already doing it, we can work on becoming more clear and fine tuned. 

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We see the strong correlation of Teacher clarity and Collective Teacher Efficacy. We feel that teachers need to recognize that they have Teacher Clarity and Collective Efficacy - it is not something extra, many are already doing it, we can work on becoming more clear and fine tuned. 

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Just as we need clarity in combination with efficacy, our students will feel more confident if they have clarity to help increase their belief in their ability.

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We agree that a school and its teachers can make a difference in the learning of their students regardless of where they came from and what they bring with them to the school doorway ---- NO EXCUSES!

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We agree that a school and its teachers can make a difference in the learning of their students regardless of where they came from and what they bring with them to the school doorway ---- NO EXCUSES!

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As we organize our instruction, give a clear explanation and provide examples it will lead to better assessments. As this becomes a routine in the classroom, students know what to expect day to day.

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As we organize our instruction, give a clear explanation and provide examples it will lead to better assessments. As this becomes a routine in the classroom, students know what to expect day to day.

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As teachers when we know the "what, why, and how"
and we teach our students that, then our "belief in (our)ability to do so effectively" increases.

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We thought it was very interesting that observing other teachers was mentioned in building self-efficacy.  

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We thought it was very interesting that observing other teachers was mentioned in building self-efficacy.  

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The belief of a school and its teachers can make a difference.  Students can learn regardless of where they come from, or what they bring with them.

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Collective teacher efficacy is not possible without teacher clarity

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We loved the 3 questions. They are simple for students to answer and easy for teachers to remember and implement. 

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We loved the 3 questions. They are simple for students to answer and easy for teachers to remember and implement. 

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Four Sources of self-efficacy master experiences, vicarious experiences, feedback and emotion. 

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Four Sources of self-efficacy master experiences, vicarious experiences, feedback and emotion. 

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We liked that there was a clear definition of "teacher clarity" that we can understand and take back to our colleagues.  Also, clear definition of how it fits with teacher efficacy so we can do/show both.

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We liked that there was a clear definition of "teacher clarity" that we can understand and take back to our colleagues.  Also, clear definition of how it fits with teacher efficacy so we can do/show both.

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We liked that there was a clear definition of 

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We liked that there was a clear definition of 

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We like that teacher clarity helps learners to better communicate when they have gaps in the learning progress.  It holds them accountable and helps them figure out their "yet."  It gives teacher and learner the same academic language to build on

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We like that teacher clarity helps learners to better communicate when they have gaps in the learning progress.  It holds them accountable and helps them figure out their "yet."  It gives teacher and learner the same academic language to build on

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We believe in self-awareness:  "By sharing clarity with your students, making them aware of what they are learning, why they are learning it, what success looks like, learners will be better able to communicate when hey have gaps in the learning progress."  By taking advantage of self-grading (self-directed learning) practices, the teacher makes learning more effective and gives themselves less work to do.  It also increases learning motivation.

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We believe in self-awareness:  "By sharing clarity with your students, making them aware of what they are learning, why they are learning it, what success looks like, learners will be better able to communicate when hey have gaps in the learning progress."  By taking advantage of self-grading (self-directed learning) practices, the teacher makes learning more effective and gives themselves less work to do.  It also increases learning motivation.

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The depth of knowledge has changed in a way that we have self-efficacy in the old stuff, but maybe not a grasp on the new rigor and standards that are required.

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The depth of knowledge has changed in a way that we have self-efficacy in the old stuff, but maybe not a grasp on the new rigor and standards that are required.

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Tom Felkins is a genius