While collective teacher efficacy has potential to improve teacher practice and student learning, there’s a risk this concept will be used to further burden teachers through assuming a positive, confident attitude can overcome all barriers to learning—even without good conditions for teaching in place. France argues that collective efficacy must emerge in a context of creating sustainable teaching conditions.

Collective Efficacy or Toxic Positivity?

Paul Emerich France

November 2021 France Thumbnail Image

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Professional development / learning

Professional learning communities

Teacher engagement and motivation

Recruitment and retention

Professional Learning

School Culture

Many educators think “personalized learning” means individualized learning--such as each student having individual learning activities customized to their particular needs. The ed tech industry has bolstered this view of personalization by developing systems based on individualized “playlists” of learning activities tailored to each student’s ability level. France, who in the past helped develop such systems in Silicon Valley, explains how this kind of personalized learning is actually dehumanizing and leads to tracking. Using examples from his classroom, he argues for a more “humanized” approach to personalized learning through affirming students’ strengths and building teacher-student relationships. 

Putting the Person Back in Personalized Learning

September 2021 FRANCE header image

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Curriculum design and lesson planning

Differentiated instruction

Technology

Whole Child

Supported (whole child)

Personalized Learning

Mathematics

Instructional Strategies

Curriculum

Most new teachers avoid exposing their vulnerabilities or having peers (or principals) witness their mistakes in teaching. But, France points out, "it's hard to be a great teacher if you can't make yourself vulnerable." Being willing to take risks, make mistakes, expose your own emotions, and hear constructive criticism is necessary if a teacher is to improve or go beyond highly controlled pedagogy and innovation. France details three approaches schools can take to help new teachers, especially, feel safe enough to make themselves vulnerable and to take risks in the service of their growth as teachers.

The Value of Vulnerability

School climate and culture

Well-being

Teacher observation and feedback

Teacher leadership

Teacher evaluation

Teacher diversity

New teachers

We educators want to develop students' ability to monitor and manage their own behavior—their autonomy. But students can't manage their own behavior entirely; healthy classrooms balance kid autonomy and adult authority. Teachers can foster students' awareness of their own behavior and its effects on others through well-thought-out strategies. France shares strategies he uses in his own elementary classroom.

Paul Emerich France

About

Expertise

Articles by Paul Emerich

Collective Efficacy or Toxic Positivity?

Putting the Person Back in Personalized Learning

The Value of Vulnerability

A Healthy Ecosystem for Classroom Management

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