S.M.A.R.T Goals and Collective Efficacy

John Hattie’s studies of more than 1200 meta-analyses found that “teachers’ estimates of achievement” have the highest effect on students’ learning (1.62). Most teachers understand the challenges of school leaders. However, Hattie also finds that “collective teacher efficacy” has the second-highest impact on students’ learning. If school leaders misinterpret the implication of Hattie’s findings, they could create policies that are consequential to their schools’ culture. Having unrealistic goals and forcing teachers to conformity often lead teachers to stop trusting their school leaders. Integrating today’s technology, we will school leaders and teachers to build collective and transparent cultures to achieve their SMART goals

Creating a Culture of Authentic Learning Equity

Increasing students’ achievement is an indicator of learning equity. However, the borderline between authentic learning equity and lower learning expectations can be blurry sometimes. Working with other educators, we hope to provide authentic learning equity that supports individual students’ needs without sacrificing rigor and high expectations.

Create Collective Discipline Policy

Correcting students’ behaviors is not the responsibility of administrators alone. Teachers need to implement effective classroom management. The greatest challenge is creating a school culture where administrators and teachers work together to correct students’ behaviors to provide learning equity for all students. Below are our solutions to bring administrators and teachers together to support students with Transparency, Individual Accountability, and MTSS.