Collective efficacy: suceeding together

DR PETER MILLER, PRINCIPAL

From time to time I find it interesting to review earlier editions of Ad Astra to reflect on the events of the time and the priorities of the moment.

In my Ad Astra article of December 2019 I wrote about the pace of change and referenced an observation of a speaker at a conference I had attended in September of that year which was: “We are seeing change at the fastest rate ever. We are also seeing it at the slowest rate we will ever see again”. I recall thinking at that time how implausible this seemed and it filled me with some nervousness.

Little did I know the nature and level of change we were about to embark upon in a matter of weeks with the declaration of a global pandemic. So much changed and so much needed to be learned by all of us. The statement was and remains completely true. • We provide opportunities for our parents and members of the wider

Geelong community for learning through the Centre for Learning,

Research and Innovation (CLRI) as well as other experiences. • We believe in a shared responsibility to advance our knowledge and practices among us so to assist in student achievement. Facilitating positive outcomes for our young people is not only the domain of our teachers, although they are central to it.

Collective efficacy for teachers is assisted by the sharing of experiences across contexts and between schools. Teachers engaged in professional groups support the implementation, facilitation, connection and sharing of practices to enhance student outcomes.

We establish groups of staff working together within and across the Junior, Middle and Senior Schools for curriculum and co-curricular activities.

Some of these groups extend to members of the community other than teachers, especially through cocurricular opportunities. Within the context of The Geelong College academic pursuits are a key outcome. At the same time we are looking to ensure our students are well-rounded and able to engage successfully with the world beyond the College gates well into the future.

Despite enormous changes, and perhaps as a consequence of them, the belief by staff in the significance of their impact upon students remains strong. The term “collective efficacy” refers to the shared belief that all school staff (teachers and support staff) can have a positive impact on student achievement. In some contexts the term refers to the impact of teachers alone. However, in the context of The Geelong College, collective efficacy can be extended to apply to all staff and potentially to all members of the College community whether they are teachers or not. This includes volunteers and potentially parents. “ The term ’collective efficacy’ refers to the shared belief that all school staff...can have a positive impact on student achievement.”

Regardless of our role in this community our interactions with young people shape their experiences and can have positive impacts on their achievements. This is not a task for teachers alone.

The Victorian Department of Education and Training website describes collective efficacy as evident when teachers see themselves as part of a team working for their students. Teachers in schools with a high degree of collective efficacy display a positive attitude towards professional learning, look to evidence-based instructional strategies and pursue academic results. A feature of a strong community at The Geelong College is a sense of shared aspirations for all students by all staff and parents. • We enjoy the achievements of our students, their learning along the way and the opportunities to guide them on their journey.

This requires positive outcomes in social, emotional and academic endeavours. Therefore, a sense of collective efficacy beyond teacher actions alone is prevalent here. I am not looking to dilute the concept of collective efficacy in the context of teachers, I am looking to extend it. We need to understand that attending The Geelong College is more than simply enrolling as a student, becoming a member of the parent body, or working in a school. Engaging with The Geelong College is not a straightforward transaction. This is well understood by staff and parents as they actively seek to be constructively involved in the development of young people and to facilitate a positive impact upon them. The educational academics reading this article may feel I am “drawing a long-bow” by extending the notion of collective efficacy in this way. My reason for extending this is that I firmly believe we have managed to successfully negotiate a period of furious change through high levels of collaboration and engagement across our community. The rates of change have demanded a good understanding of the principles behind decisions and a shared understanding of our purpose. Facilitating a positive impact on students, regardless of the circumstances, is our purpose and collective efficacy enables it. Although I believe collective efficacy is evident at The Geelong College it is something we are consciously seeking to develop in all aspects of our practices. Opportunities for staff professional learning, parent information and community engagement in a variety of learning opportunities are all components of this.

It is important to recognise that underpinning collective efficacy are mutual respect, shared aspirations and collaboration. We must be aware of these values and look to craft them in an effort to sustain the positive outcomes for our students.

Once again, I trust you enjoy reading this edition of Ad Astra whether that is when it is first released or at some point in the future with the benefit of hindsight. The range of activities and experiences enhancing student outcomes are most enjoyable to read about.