Strengthening Collective Efficacy through Meaningful Collaboration

The purpose of this action research project was to determine if there is a correlation between the implementation of structures and processes for meaningful collaboration and the level of collective efficacy in a professional learning community. A combination of the level of trust among the team and the dedication and prioritization of time were critically considered over a period of nearly two months. Data was collected through quantitative surveys and qualitative observations. Analysis of the data collected suggests the fourth grade team’s collective efficacy was strengthened as structures and processes for meaningful collaboration were implemented. STRENGTHENING COLLECTIVE EFFICACY 3 Strengthening Collective Efficacy through Meaningful Collaboration Many of the practices found within collective teacher efficacy revolve around meaningful collaboration and collaborative inquiry. The teacher researcher planned to focus on creating, improving, and implementing structures and process that fostered engagement in meaningful collaboration and allowed opportunities for collaborative inquiry. This research was proposed to affect the work and effectiveness of the fourth grade professional learning community (PLC). Upon learning collective efficacy is the number one factor of influence on student achievement, the teacher researcher was eager to learn more. Questions of why, how, and what surrounding the implementation of collective efficacy became the forefront of the research process. A focus on collective efficacy, partnered with collaboration, within a grade-level PLC would allow the fourth grade team to make a greater impact on the team’s collective action and knowledge, as well as student achievement. Currently, the fourth grade team is scheduled to collaborate twice a week, once on Monday afternoon for approximately an hour, and for another forty-five minutes on Thursday mornings. The bulk of this time is currently spent understanding and developing essential learning standards and working through the details of professional responsibilities as classroom teachers. Little time is spent planning, identifying learning goals, success criteria, and analyzing student work. The focus of this research is to implement structures and processes to foster meaningful collaboration in order to strengthen the team’s collective efficacy. The fourth grade team’s success data have struggled over the last couple of years, and it is believed it is related to a lack of intention and purpose with planning and finding shared meaning on effective practices. Collaboratively, there are over ten years of fourth grade classroom experience on the grade-level team. Combined intellect, when shared and trusted, is a STRENGTHENING COLLECTIVE EFFICACY 4 powerful tool. Team goals should be rooted in the mindset of using the group to improve the group. With the addition of a new team member, it was decided the fourth grade team would be intentional with collaboration. The driving question behind this research project is: How will creating structures and processes for meaningful collaboration strengthen efficacy in a gradelevel professional learning community?