Fostering Collective Efficacy in Schools

3-Part Series

February 10,
February 24, 
March 10, 2022

3:30 - 5:00 pm  Central Time

All Sessions Take Place on Zoom

$299 per person 

Cohort 1


March 17, 
March 31, 
April 7, 2022

3:30 - 5:00 pm  Central Time

All Sessions Take Place on Zoom

$299 per person 

Cohort 2

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Entrenched beliefs are often a barrier to implementation efforts in schools. One misguided belief, commonly held amongst educators, is that they lack the collective capability to impact the lives of their students over and above the influence of students’ homes and communities. At the Donohoo Center for Collective Efficacy, we help to dispel this myth by equipping teams to think differently about the impact they can have on student outcomes.

School leaders (formal and informal) play an important role in creating the conditions necessary to achieve collective efficacy within and across schools. Collective teacher efficacy is the shared conviction that educators make a significant contribution in raising student achievement. According to the Visible Learning research, it is the number one factor that matters most in raising student achievement. 

When teachers share a sense of collective efficacy it results in greater job-satisfaction, resilience, implementation of evidence-based practices, and impact. In many cases, the current global health crisis has placed educators’ efficacy at-risk. During this three-part series, school leaders will learn what collective efficacy is and why it’s important. Audience members will also examine the enabling conditions for collective efficacy along with a model for leading collective efficacy.


Jenni Donohoo, PhD, is a three-time, best-selling author and professional learning facilitator with more than 20 years experience in leading school change. Jenni’s three books include: Collaborative Inquiry for Educators: A Facilitator’s Guide to School Improvement, The Transformative Power of Collaborative Inquiry: Realizing Change in Schools and Classrooms (co-authored by Moses Velasco) and Collective Efficacy: How Educators’ Beliefs Impact Student Learning.


Jenni completed her doctorate in 2010. Her dissertation focused on fostering metacognition in adolescent students. In addition to her writing and consulting work, Jenni is on contract with the Council of Ontario Directors of Education. In this role she works alongside system and school leaders in order to improve the quality professional learning and collaboration in schools and districts. Jenni has also designed and taught Experienced Principals’ Courses for the Ontario Principals’ Council and Additional Qualification courses for the University of Windsor. Jenni is the past president of Learning Forward Ontario.  Jenni has been a keynote speaker at conferences including the Annual Visible Learning Conference, Corwin’s Women in Education Conference, and the LEAP Conference in Australia. She has also presented breakout sessions at numerous conferences and in school districts across the United States and Canada. Recently, in an interview when John Hattie was asked about whose work he reads and recommends, he named Jenni Donohoo in a short list of up and coming educational leaders.


Jenni Donohoo

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Session 1

What is Collective Efficacy and Why is it Important?

Participants will be able to:

  • explain the effect size research and identify where different influences rank in relation to collective teacher efficacy;

  • name and describe positive consequences that result from a shared sense of efficacy and negative consequences that result from a diminished sense of efficacy;

  • describe how efficacy beliefs come to fruition in teachers’ practice.


Session 3

How Can We Foster Collective Teacher Efficacy?

Participants will be able to:

  • examine a model for leading collective teacher efficacy;

  • assess the enabling conditions for collective efficacy in their schools/context;

  • consider a taxonomy for examining collaboration and teacher involvement in school decision making;

  • name the conditions, process, and consequences of goal setting as a means of fostering efficacy;

  • determine structures for enhancing teacher cohesion regarding effective pedagogy and collective impact

  • identify conditions to support embedded reflective practices.

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Session 2

What Influences Collective Teacher Efficacy?

Participants will be able to:

  • understand how past experiences influence a staff’s beliefs about their ability to impact student results;

  • define and provide examples of the four sources that shape collective efficacy beliefs;

  • describe contextual factors that influence the formation of efficacy beliefs.