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1. Assumptions
2. Agree
3. Argue
4. Aspirations

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1. Assumptions
2. Agree
3. Argue
4. Aspirations

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1. Assumptions
2. Agree
3. Argue
4. Aspirations

# data[].attributes.body
1. Assumptions
2. Agree
3. Argue
4. Aspirations

# data[].attributes.body
1. Assumptions
2. Agree
3. Argue
4. Aspirations

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1. Assumptions
2. Agree
3. Argue
4. Aspirations

# data[].attributes.body
1. Assumptions
2. Agree
3. Argue
4. Aspirations

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1. Assumptions
2. Agree
3. Argue
4. Aspirations

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Assumptions: Teacher efficacy is more powerful than any other factor in students education.

Agree: Our actions affect student outcomes

Argue: Teachers need to see how collecting daily evidence would fit into routines. Not enough time to collect daily evidence. We do this to a degree. (pg. 43)

Aspiration: Students will believe that coming to school means investing energy in deliberate practice.

We need to as a team work cohesively, effectually, and efficiently.

# data[].attributes.body
1. Assumptions -
We assume that working together creates a positive environment for all teachers and students to successfully work together to accomplish valued goals. When the teachers have confidence they have the ability to make a difference in the school environment.

2. Agree - As educators our decisions are more powerful and predictive than socioeconomic, prior achievement, environmental and parental involvement, student motivation, concentrations, persistence, and engagement.

3. Argue - We disagree with this statement below because a good educator will seek the best for their students even without the support of the collective; "When educators lack a sense sense of collective efficacy, they do not pursue certain courses of action because they feel they or their students lack the capabilities to achieve positive outcomes."

4. Aspirations - "Success lies in the critical nature of collaboration and the strength o f believing that together, administrators, faculty, and students can accomplish great things." (Pg, 44)

# data[].attributes.body
1. Assumptions-We assume that when collective efficacy is present in teams of educators, exciting things happen such as improved student achievement. (42)

2. Agree- We agree that educators need to hear from students about their learning, their progress their struggles and their motivations. (42)

3. Argue- We argue that collective efficacy has more than triple the effect of home and parental environment on achievement.(41/42)

4. Aspirations-Success likes in the critical nature of collaboration and the strength of believing that together, administrators, faculty and students can accomplish great things. (44)

# data[].attributes.body
1. Assumptions-
The way that our team thinks, feels, behaves, and motivates themselves is a major contributor to the tenor of the school's culture.
2. Agree-
A strong team that works together is going to be more powerful and have stronger outcomes.
3. Argue-
We argue that it is not principals alone that control the narrative. There is a hierarchy, delegation, and teams that work together to create an effective, productive school environment. (It takes a village)
4. Aspirations-
Foster the positive environments that encourage collective efficacy and work together as a team in order to make students, parents, and schools successful.

# data[].attributes.headline
1.  Assumption:  The way the school works together as a collective whole impacts not only how students face challenges, but also how they perform.  Furthermore, via stronger collaboration and unified efforts, school leaders and teachers can positively impact school culture. (p.41)

# data[].attributes.subject
1.  Assumption:  The way the school works together as a collective whole impacts not only how students face challenges, but also how they perform.  Furthermore, via stronger collaboration and unified efforts, school leaders and teachers can positively impact school culture. (p.41)

# data[].attributes.body
2.  Agree:  As a team we believe that it is vital for teams not only to work together for a common goal, but also to reevaluate and readjust teaching practices so as to reflect the students before us.

3. Argue:  We argue that the narrative of a school does not rest solely on school leaders, but on all stakeholders.  (p.42)

4. Aspirations: We aspire to embrace a shared language that is focused on student learning and not just student compliance to tasks.

# data[].attributes.body
Assumptions: Seems like he is assuming the audience is administrative.

Agree: The greatest power that principals have in schools is that they can control the narrative of the school.
-The attitude trickles down for admin to teachers, to students.
-Teachers have to be self-reflective.

Argue: Evidence is not always formal or physically collected. It can be observational and immediate to benefit both teaching and learning outcomes.
-At times the author overgeneralization

Aspirations: We all aspire to reinforce reciprocal casualty within our content area.

# data[].attributes.body
1. Teacher efficacy is more powerful than any other factor in students' education.

2. The greatest power that principals have in schools is that they can control the narrative of the school.

3. With all these activities, the key is making  the link between teachers' actions and student outcomes explicit, so that teachers understand that the factors behind student progress are within their collective sphere of influence.  Yes and no- students also have to want to do well.  We can guide and hold accountable.

4. We aspire to work together and encourage collective efficacy and push our students with higher expectations in all areas.