<div dir="ltr"><div class="gmail_default" style="font-family:georgia,serif">
<p class="MsoNormal" style="margin:0in 0in 10pt;line-height:115%;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;line-height:115%;font-family:"Times New Roman",serif">Self-efficacy somewhat depends on your locus of
control. If one believes that they can influence student achievement and
motivation (internal locus) they are more effective than those who think
external forces cannot be overcome. We all know someone who has low-efficacy
with no drive and the mentality of “why bother.” However, I have a high sense
and drive of self-efficacy. I believe that I am capable of performing well.
Though it may not always be easy, putting forth effort, staying persistent when
difficulties arise, being resilient in dealing with failures, and dealing with
the stress and coping with it come within. I try to always look at what I could
do better or change, rather than blaming it on the external factors of why something
failed. We can’t change what the state mandates or why we have to do something
we don’t agree with. Implementing new strategies to gain student growth is what
I try to focus on. <span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 10pt;line-height:115%;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;line-height:115%;font-family:"Times New Roman",serif"><span> </span></span><span style="font-family:"Times New Roman",serif;font-size:12pt">My building includes grades 4-6. Two years ago we got
a new administrator. I would say that since his arrival, he has done a really
good job at obtaining collective-efficacy from our building staff. I remember
the first email that our principal sent out. He introduced himself and asked us
what we would like to collectively work on as a whole that would have a
positive effect on students. I think 90% of the staff responded with student expectations
and discipline building wide. The discipline and student behavior had spiraled
out of control because our prior principal was retiring and he was rarely
there. Each grade and teacher had a different behavior plan which led to
confusion and teachers were unable to follow through. However, the past two
years have been great since our principal got all of us together to implement a
goal and a plan. All grade levels work together now implementing a check mark
system for student behavior. I have seen a huge difference in the way students
behave. Success build strong beliefs in a faculty’s sense of collective efficacy,
failures undermine it. Like the text states, “A resilient sense of collective
efficacy requires experience in overcoming difficulties through persistent
effort.” Collective-efficacy in my building has built intrinsic motivation in
most, if not all staff members.</span></p>
<br clear="all"></div><div><br></div>-- <br><div class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><font face="georgia, serif"><b>Amanda Luttrell</b></font><div><font face="georgia, serif"><b>Zahn's Corner Middle School</b></font></div><div><font face="georgia, serif"><b>Sixth Grade Language Arts</b></font></div></div></div>
</div>
<p class="MsoNormal" style="margin:0in 0in 10pt;line-height:115%;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;line-height:115%;font-family:"Times New Roman",serif">Self-efficacy somewhat depends on your locus of
control. If one believes that they can influence student achievement and
motivation (internal locus) they are more effective than those who think
external forces cannot be overcome. We all know someone who has low-efficacy
with no drive and the mentality of “why bother.” However, I have a high sense
and drive of self-efficacy. I believe that I am capable of performing well.
Though it may not always be easy, putting forth effort, staying persistent when
difficulties arise, being resilient in dealing with failures, and dealing with
the stress and coping with it come within. I try to always look at what I could
do better or change, rather than blaming it on the external factors of why something
failed. We can’t change what the state mandates or why we have to do something
we don’t agree with. Implementing new strategies to gain student growth is what
I try to focus on. <span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 10pt;line-height:115%;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;line-height:115%;font-family:"Times New Roman",serif"><span> </span></span><span style="font-family:"Times New Roman",serif;font-size:12pt">My building includes grades 4-6. Two years ago we got
a new administrator. I would say that since his arrival, he has done a really
good job at obtaining collective-efficacy from our building staff. I remember
the first email that our principal sent out. He introduced himself and asked us
what we would like to collectively work on as a whole that would have a
positive effect on students. I think 90% of the staff responded with student expectations
and discipline building wide. The discipline and student behavior had spiraled
out of control because our prior principal was retiring and he was rarely
there. Each grade and teacher had a different behavior plan which led to
confusion and teachers were unable to follow through. However, the past two
years have been great since our principal got all of us together to implement a
goal and a plan. All grade levels work together now implementing a check mark
system for student behavior. I have seen a huge difference in the way students
behave. Success build strong beliefs in a faculty’s sense of collective efficacy,
failures undermine it. Like the text states, “A resilient sense of collective
efficacy requires experience in overcoming difficulties through persistent
effort.” Collective-efficacy in my building has built intrinsic motivation in
most, if not all staff members.</span></p>
<br clear="all"></div><div><br></div>-- <br><div class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><font face="georgia, serif"><b>Amanda Luttrell</b></font><div><font face="georgia, serif"><b>Zahn's Corner Middle School</b></font></div><div><font face="georgia, serif"><b>Sixth Grade Language Arts</b></font></div></div></div>
</div>