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Additionally, collective teacher efficacy has an effect size of 1.57, which equates to almost four years of growth on the part of the teacher. On the other side of the scale, retention has an effect size of –0.13, which has a negative impact on learning.

DeWitt, Peter M.. School Climate (p. 10). SAGE Publications. Kindle Edition.

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Capacity building
Establishing clarity, building precision in pedagogies, shifting capacity building, all allow for student improvement and accelerated learning

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It is fashionable nowadays for both the left and the right to decry the loss of civic virtue; the left on such issues as industry 🤬 of the environment and the right because of the loss of patriotism. Both sides are undoubtedly right, as civic virtue belongs to no single party or creed. It is simply a quality of caring about public purposes and public destinations. Sometimes the public purpose is chosen over private purposes. A young Israeli economist investigating a Kibbutz came across the following case. The Kibbutz had money to spend. The alternatives were a TV antennae and TV sets for everyone or a community meeting hall. The economist found that everyone preferred the TV option but that, when they voted, they unanimously chose the meeting hall. Call it enlightened self-interest, a community preference or something else, it is civic virtue in action (p. 211)

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When looking to change a school's culture ... it cannot be done alone "the effect must be to transform what we did last September into what we would like to do next September."
Roland Barth

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" To make fundamental change, to cope with the new market environment."
8 Steps/phases to create that fundamental change
Requires time and is important not to skip over any of the phases.
Jenny T.

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accountable. The final dysfunction of teams is the inattention to results—nothing gets done.

Aguilar, Elena. The Art of Coaching Teams (p. 250). Wiley. Kindle Edition.

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When‌ ‌people‌ ‌are‌ ‌recognized‌ ‌for‌ ‌their‌ ‌strengths, ‌ ‌they‌ ‌will‌ ‌want‌ ‌to‌ ‌be‌ ‌acknowledged‌ ‌by‌ ‌their‌ ‌colleagues‌ ‌more‌ ‌often. ‌ ‌This‌ ‌will‌ ‌inherently‌ ‌build‌ ‌capacity‌ ‌and‌ ‌deepen‌ ‌the‌ ‌will‌ ‌to‌ ‌want‌ ‌to‌ ‌collaborate‌ ‌with‌ ‌each‌ ‌other. ‌ ‌Moreover, ‌‌presenting‌ ‌the‌ ‌learning‌ ‌as‌ ‌a‌ ‌skill‌ ‌which‌ ‌is‌ ‌already‌ ‌possessed‌ ‌by‌ ‌the‌ ‌teachers‌ ‌can‌ ‌validate‌ ‌the‌ ‌ “will” ‌ ‌that‌ ‌is‌ ‌missing. ‌

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Goal setting
Allows relationships and perspectives to effectively guide the team

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that to sustain effectiveness over the long term, which should be the goal of all leaders, leaders must spend time creating an “application of clearly articulated, organizationally shared educational values through multiple combinations and accumulations of time and context-sensitive strategies that are ‘layered’ and progressively embedded in the school’s work, culture, and achievements.” No more fad diets, just slow and long-lasting improvement.

DeWitt, Peter M.. Instructional Leadership (p. 7). SAGE Publications. Kindle Edition.

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I can't remember the article, but the one that focused on the difference between andragogy and pedagogy, which goes back to the whole idea of using a group to change a group. Identifying how to teach adult learners, so they can teach their students. 

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I can't remember the article, but the one that focused on the difference between andragogy and pedagogy, which goes back to the whole idea of using a group to change a group. Identifying how to teach adult learners, so they can teach their students. 

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Probably the most important—and the most difficult—job of an
instructional leader is to change the prevailing culture of a school.
--barth

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"Companies can learn how to resolve the learning dilemma. What it takes is to make the ways managers and employees reason about their behavior a focus of organizational learning and continuous improvement programs. Teaching people how to reason about their behavior in new and more effective ways breaks down the defenses that block learning."

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How Collective Teacher Efficacy Develops - Jenni

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How Collective Teacher Efficacy Develops - Jenni

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"Collective teacher efficacy happens when teachers have 'influence over instructionally relevant school decisions"  teachers need a voice if the change is going to be meaningful to them and ultimately impact their students.

Peter DeWitt article

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Collective Efficacy-Motivating and empowering teachers to create evidence based adult learning. 

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Collective Efficacy-Motivating and empowering teachers to create evidence based adult learning. 

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Jenny T.

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a dozen healthy cultural norms: collegiality, experimentation, high expectations, trust and confidence, tangible support, reaching out to the knowledge bases, appreciation and recognition, caring celebration and humor, involvement in decision making, protection of what's important, traditions, and honest and open communication. These qualities dramatically affect the capacity of a school to improve—and to promote learning.-barth

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We should no longer be taking away  the decision-making power of teachers because we begin to enable them and not empower them, which also has a negative impact on teacher voice.

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Unhealthy school cultures tend to beget at-risk students—students who leave school before or after graduation with little possibility of continuing learning.

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Teaching Smart People How to Learn-Argyris

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Teaching Smart People How to Learn-Argyris

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"Learning is not problem solving"
Hold learners accountable-single loop learning vs. double loop learning
Jenny T.

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Barth‌ ‌ (2002) stated “a‌ ‌school's‌ ‌culture‌ ‌is‌ ‌a‌ ‌complex‌ ‌pattern‌ ‌of‌ ‌norms, ‌ ‌attitudes, ‌beliefs, behaviors, ‌values, ‌ceremonies, ‌traditions, ‌‌and‌ ‌myths, ‌‌that‌ ‌are‌ ‌deeply‌ ‌ingrained‌ ‌in‌ ‌the‌ ‌very‌ ‌core‌ ‌of‌ ‌the‌ ‌organization (p. 6).” ‌ ‌Additionally, ‌ ‌Barth‌ ‌contended‌ ‌that‌ ‌school‌ ‌culture‌ ‌“is‌ ‌the‌ ‌historically‌ ‌transmitted‌ ‌pattern‌ ‌of‌ ‌meaning‌ ‌that‌ ‌wields‌ ‌astonishing‌ ‌power‌ ‌in‌ ‌shaping‌ ‌what‌ ‌people‌ ‌think‌ ‌and‌ ‌how‌ ‌they‌ ‌act” ‌ (p.6). The‌ ‌latter‌ ‌part‌ ‌of‌ ‌the‌ ‌quote‌ ‌illuminates‌ ‌the‌ ‌ongoing‌ ‌structural‌ ‌and‌ ‌institutional‌ ‌factors, ‌ ‌which‌ ‌can‌ ‌either‌ ‌perpetuate‌ ‌systemic‌ ‌biases‌ ‌within‌ ‌a‌ ‌school, ‌and‌ ‌its‌ ‌culture, ‌‌not‌ ‌limited‌ ‌to‌ ‌students, ‌ ‌staff‌ ‌and‌ ‌stakeholders, ‌‌but‌ ‌to‌ ‌academic‌ ‌and‌ ‌social‌ ‌programs‌ ‌on‌ ‌campus‌ ‌and‌ ‌in‌ ‌the‌ ‌larger‌ ‌community; ‌or‌ ‌create‌ ‌change. ‌ ‌Due‌ ‌in‌ ‌large‌ ‌part‌ ‌to‌ ‌structural‌ ‌and‌ ‌institutional‌ ‌biases, ‌ ‌research‌ ‌claims, ‌ “school‌ ‌cultures‌ ‌are‌ ‌incredibly‌ ‌resistant‌ ‌to‌ ‌change, ‌‌which‌ ‌makes‌ ‌school‌ ‌improvement—from‌ ‌within‌ ‌or‌ ‌from‌ ‌without—usually‌ ‌futile” ‌‌ (6). ‌ ‌School‌ ‌culture‌ ‌and‌ ‌school‌ ‌climate‌ ‌is‌ ‌generally‌ ‌reflective‌ ‌of‌ ‌the‌ ‌collective‌ ‌efficacy, ‌ ‌social‌ ‌and‌ ‌human‌ ‌capital‌ ‌and‌ ‌how‌ ‌all‌ ‌the‌ ‌moving‌ ‌parts‌ ‌impact‌ ‌inclusion‌ ‌for‌ ‌all. ‌ ‌

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Teaching people how to reason about their behavior in new and more effective ways breaks down the defenses that block learning. Chris Argyris

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I found, however, that these consultants embodied the learning dilemma. The most enthusiastic about continuous improvement in their own organizations, they were also often the biggest obstacle to its complete success. Chris Argyris

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I appreciated how he mentioned including students in the process ..."they too provide leadership where they can"

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When educators engage in continuous learning, student learning is improved.