Leadership Development Seminar

Southern

Regional

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HSTW

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Leadership Development Seminar

Dr. Steve BroomeDirector, HSTW

Southern

Regional

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Board

HSTWObjectives for the Day:

To understand how teacher teams can be used to begin and sustain continuous improvement efforts.

To establish a cycle and system of team meetings to enhance communication and to promote campus priorities.

To determine process and performance goals for one teacher team as an example.

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HSTWThree Essential Structures

1. Leadership Team

2. Job Alike Teams—Departmental Team or Elementary Grade-Level

3. Job Unalike Teams—Focus Teams (Interdisciplinary Team of Teachers)

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High School:Leadership

TeamDepartmental

TeamsFocus Teams

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LEADERSHIP TEAMWho, what, when, where and how?

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HSTWTurn and Talk…

How would you currently define the term “Leadership Team” for your campus?

*Page 2—Activity #1

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HSTWPurpose for Our Leadership Team Discussion

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HSTWLeadership Team Fundamentals

7Source--Research Brief: What does the research tell us about Teacher Leadership?"

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Characteristics to Promote Leadership A school-wide focus on learning,

inquiry, and reflective practice. Encouragement for taking initiative. An expectation of teamwork and shared

responsibility, decision making, and leadership.

Teaching professionals being valued as role models.

A strong sense of community among teachers that fosters professionalism.

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HSTWNurturing Leadership:

Colleagues recognize and respect teacher leaders who have subject-area and instructional expertise.

High trust and positive working relationships exist both among teacher peers and with administrators.

Teacher leadership work that is central to the teaching and learning processes (as opposed to administrative or managerial tasks) is routinely assigned.

Teacher-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities.

Interpersonal relationships between teacher leaders and the principal flourish.

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HSTWLeadership Obstacles

Inadequate time for collaboration, learning Cultural norms of isolation and

individualism within the teaching profession Crab-Bucket Mentality Overly hierarchical relationships with peers Authority instead of working collaboratively Appointment of a teacher leader by an

administrator without teacher input Uncertainty about teacher leader versus

principal domains of leadership Inadequate communication and feedback

among teacher leaders, principal, and staff 10

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HSTWWho Should Be on The Leadership Team?

Someone who: Is inquisitive and is a relentless seeker of new knowledge. Is willing to model strategies and “winning behaviors” for others. Will be willing to take an active role in distributed leadership efforts on a campus. Is willing to adapt. Views change and improvement as opportunity and not the enemy. Is reflective, innovative and well-respected practitioners from the campus. knows how to ask the hard questions and can convey information.

will stand up for their students—Has a kid’s first view.  

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HSTWSide-by-Side Review1. Review the Team Rubric to

determine your current level

2. As a team, complete the following table:

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Describe Leadership Team from Last Year Using Rubric Categories

Describe Leadership Team for This Year (2013-14) Using Rubric Categories

*Who provided leadership for continuous improvement efforts last year?

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HSTWPlanning for Effective Teams

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Leadership Team Organizing Structure

Leadership Team

Un-Like

Un-Like

Un-Like

Un-Like

Job AlikeJob Alike

Job Alike Job Alike

Job Alike

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HSTW1. Leadership Team Structure

Defines who serves on the team: Why this person is eligible

to serve? How the person is selected? What is the term of service? What responsibilities does

the LT member have? What obligations must be

met?16

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HSTW2. Leadership Team Systems

What does a leadership team meeting “look like”?

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Layers of Communication

LE

AD

ER

SH

IP T

EA

M

Layers of Communication

LE

AD

ER

SH

IP T

EA

MLT

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LEADERSHIP TEAM(Administration + Department Representatives)

How does the Leadership Team Work?

1st Half—Reviews Notes/Minutes from Teacher Teams and provides feedback 2nd Half—Creates agendas/outcomes for Staff Meetings

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HSTW3. Leadership Team Processes

How will information be shared? What data will be collected? How will data be analyzed? How will celebrations/best practices be shared? How will the team communicate the need for

change?

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HSTWProcess for Meetings

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Cycle of Communication

Rep

eat

Another View of the Cycle…

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Communication Cycle (Loop)

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HSTWWhat are Non-Negotiables?

As a table team, you have two minutes to answer the question above.

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HSTWWhat Are Non-Negotiables/ Norms?

Non-negotiables are set of rules or guidelines that a team establishes to shape the interaction of team members with each other and with employees who are external to the team.

Non-negotiables: are used to guide team member behavior used to assess how well team members are

interacting are established so that all meetings are

productive.

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HSTWSuggested Leadership Team Non-Negotiables

Members are not trying to collect “votes” but are working for consensus from peers

Communicate the “company line” Disagree with the leadership team in

meetings, not with others in the parking lot

Promote school priorities Lead by example Identify solutions when problems are

brought up 28

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HSTWTeam Work Time

You have one hour to create:

1.A Job Description for Leadership Team Members

2.The Non-Negotiables for your LT

3.A visual of the Communication Cycle that will be used with all staff

*Divide and Conquer

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TEAMS MUST HAVE FOCUS AND PURPOSE

Teams Support Improvement Priorities

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HSTWNot Death by Meeting…

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HSTWEvery Team Must Be Connected

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Job-UN-Alike Teams•Literacy•Numeracy•Graduation•Guidance•Programs of Study•Etc.

Job-Alike Teams•English•Math•Science•Social Studies•CTE•Special Education•Etc.

Collaborative Structures

Foundation

LEADERSHIP TEAM(Administration + Department Representatives)

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HSTW

Job-UN-Alike Teams•Literacy•Numeracy•Graduation•Guidance•Programs of Study•Etc.

Job-Alike Teams•English•Math•Science•Social Studies•CTE•Special Education•Etc.

Collaborative Structures

Foundation

LEADERSHIP TEAM(Administration + Department Representatives)

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HSTW

Job-UN-Alike Teams•Literacy•Numeracy•Graduation•Guidance•Programs of Study•Etc.

Job-Alike Teams•English•Math•Science•Social Studies•CTE•Special Education•Etc.

Collaborative Structures

Foundation

LEADERSHIP TEAM(Administration + Department Representatives)

Literacy PD

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HSTWWhy Departments… Departmental Teams are grouped by

subject area. Departmental teams are important for

continuous improvement, curriculum alignment, unit development and lesson planning.

A big focus of departmental teams should be improving the assignments students are given in each subject area.

Departmental teams ensure fidelity to standards and are a great place to start structured collaborative planning 36

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HSTWWhat Should Grade-Level Teams Focus On? Grade-Level Teams are more often used in elementary

and middle grades. Grade-Level Teams allow teachers to work together to

design grade specific lessons. Grade-Level Teams can be used to review individual

student data (frequently) to focus intervention activities. Grade-Level Teams can be based around

interdisciplinary and thematic units; however, high schools should have a 9th grade or transition team as a special focus team centered on effective freshman transitions.

A Transition Grade-Level Team would benefit all campuses.

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HSTWWhat are Focus Teams…

Teacher teams that work on a particular broad focus, challenge or problem for a set time frame.

The group is narrow enough to provide a specific focus. The team exists to focus on a key area. They are cross-functional and cut across multiple grades or

subjects. Some key area examples are writing, interdisciplinary, parental

engagement.

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HSTWJob-Alike—Grade Level

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HSTWThe Big Questions…

1. Which teacher teams will you have on your campus(Departmental, Grade-Level and/or Focus)?

2. How will each team support a campus priority, GAPPS or the SIP?

Create a visual that communicates how all Teams are connected for Continuous Improvement Efforts

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PagePage1010++1111

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HOW DO YOU DETERMINE IF YOUR TEAMS ARE SUCCESSFUL?

Identifying Performance and Process Measures

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HSTW

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Multiple Measures Multiple Measures

SchoolProcesses

Perceptions—HSTW DATA

StudentAchievementDemographic

s

Effort

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HSTWStructure for Team Success

Every team must have: A SMART Goal A set meeting time/schedule A process for communicating with others

(agenda/minutes) A way to collect data to determine progress

(Performance and Process Measures)

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HSTWA Quick Review--

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HSTWSMART GOAL: Specific Measureable Attainable Realistic Time-Bound

I will have cut abs by vacation. We will improve literacy on campus.

Is that a SMART Goal?

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HSTWSMART GOAL:

Specific Measureable Attainable Realistic Time-Bound

I will drop three inches from my waist by September 1st.

Is that a SMART Goal?

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HSTWDesign the SMART GOAL for ONE Focus Team:

Specific Measureable Attainable Realistic Time-Bound

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HSTWHow will I determine progress?

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HSTWWhat are Performance Measures? Performance measurement is the

process whereby an organization establishes the parameters within which programs, investments, and acquisitions are reaching. This process of measuring performance often requires the use of statistical evidence to determine progress toward specific defined organizational objectives.

A performance goal is a quantifiable, student outcome measure.

THE VALUE ADDED 51

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HSTWWhich Performance Measure?

I will drop three inches from my waist by September 1st.

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HSTWExamples of Performance Measures

Increases on student assessments Decrease in number of disciplinary referrals; decrease in

suspensions Increase in number of contacts home Increase in the number of connections that students have

to the school Increase in attendance/decrease of chronically truant

students

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HSTWPerformance Measures

What Performance Measurements will your team use?

Be sure to include the measurement that was used as the foundation (to create) your Focus Team

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HSTWMeasuring Success Process measurement is the process whereby an

organization determines the extent to which employees are carrying out strategic actions. This progress of measurement allows leaders to determine if success from performance measurement has resulted from a system-wide approach or has resulted from the efforts of a few team members.

Artifacts that show that we implemented actions

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Drop 3 Inches…

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HSTWProcess Measures

What Process Measurements will your team use?

How will we know that we (the adults) implemented the actions that were identified to gain results?

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HSTWBiggest Obstacle

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HSTWBiggest Obstacle

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HSTWObjectives for the Day:

To understand how teacher teams can be used to begin and sustain continuous improvement efforts.

To establish a cycle and system of team meetings to enhance communication and to promote campus priorities.

To determine process and performance goals for one teacher team as an example.

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Southern

Regional

Education

Board

HSTW

Thank you!

Steve Broome

[email protected] 61