Spring 2019 Impact

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18 From "Fake Teams" to Teacher Collective Efficacy via Research- Practice Partnerships Kristen C. Wilcox, Ph.D. and Aaron Leo, Ph.D. Research has shown that for teams of educators, collective belief in the ability to improve their schools and mechanisms to sustain improvement initiatives are crucial to ushering in positive change (Bandura, 1993; Goddard, 2001). While a team-based approach offers the promise of collaborative problem solving, unfortunately it is too oen that opportunities for teachers to work in teams on school-wide improvement initiatives receive short shri. Darling-Hammond and colleagues reported that although educators across the country routinely engage in some form of professional development annually, these opportunities do not oen emphasize collaboration with colleagues and especially lack an emphasis on school-wide continuous improvement (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). In addition, when educators are organized into teams, those teams oen fall short of developing and accomplishing measurable goals (Charner-Laird, Ng, Johnson, Kra, Papay, & Reinhorn, 2016). In many cases, educator teams need support to address a number of pitfalls experienced when teaming, including (see Lencioni, 2002): • Absence of trust (e.g. team members feel reluctant to be open and honest with each other, particularly in regard to mistakes and need for help) Kristen C. Wilcox, PhD is Associate Professor in the Department of Educational eory and Practice at the University at Albany and serves as Director of Research and Development for NYKids (a public-private research- practice partnership). She conducts action research, qualitative research and mixed- method research in service of educational change and reform, and school effectiveness and improvement. Her research interests also include second language writing and disciplinary literacy.

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