Collective Teacher Efficacy is the #1 Factor Influencing Student Achievement

In fact, CTE is so important (more impact than programs or packaged materials) that well-renowned educational researcher, John Hattie, and his team identified it as THE NUMBER ONE influence on student achievement [ii]. With an effect size of 1.57, it is more than two times bigger than descriptive feedback (.72) and almost three times bigger than the effect of classroom management (.52) [iii].  Additionally, Hattie documents that an effect size over .4 warrants attention and generally, the bigger the effect size, the greater the impact. 

“This evidence along with my own 30+ years of classroom experience, indicate that together, teachers can achieve more if they collectively believe that they can do so.

 I have always asserted that it’s teachers, not programs that are the solution.” –KM

The Do What Matters Most approach is grounded in the most critical research that teaches the high-performance habits that lead to Collective Teacher Efficacy. 

In our research of more than 1,260 managers, we found that 68% feel their biggest challenge is how to prioritize their time. Despite endless to-do lists and strict schedules, 80% of those same people do not have a process to do what matters most.

The Do What Matters Most Training covers the three highest performance habits you and your team can use to prioritize time, increase performance and productivity, and truly accomplish What Matters Most.  These high-performance habits are the key to Collective Teacher Efficacy.

Research shows that these skills

• effectively resolve task saturation,

• relieve cognitive load, reduce stress,

• provide clear focus,

• establish work-life balance,

• and improve performance and productivity by 30-50% on average.

When teachers are aligned, student achievement increases.