Pillar I: Teacher Teams and Small Learning Communities (Part 2) Creating shared expectations for students Tony Gerdes and Jacqui Thomas.

Pillar I: Teacher Teams and Small Learning Communities (Part 2)Creating shared expectations for students

Tony Gerdes and Jacqui Thomas

Objectives

• Understand the STF’s role in the big picture of teaming

• Examine how protocols produce effective teams

• Discuss and model practices to tool and guide teams toward productive outcomes

Prior Knowledge1. Standards to provide order or

manner of carrying out a process

2. Working together as one cell3. Those forces that produce

change in any field or system 4. Coordinator of a process 5. Assumed/assigned

responsibility 6. Accountability for expectations7. A group of people working

together to achieve common goals

8. A guiding or directing head

A. CollaborationB. TeamC. RolesD. ResponsibilitiesE. LeaderF. FacilitatorG. NormsH. Dynamics

Answers

1. Norms (G)2. Collaboration (A)3. Dynamics (H)4. Facilitator (F)5. Role (C)6. Responsibilities (D)7. Team (B)8. Leader (E)

How do you feel?

Do you find any of these concepts ambiguous in your role as STF?

Discuss those feelings or concerns you have with a partner at your table.

STF & Team Engagement

• Collaboration• Team• Roles• Responsibilities• Leader• Facilitator• Norms• Dynamics

STF in the Grand Scheme of things, is planning and organizing the team work of creating shared expectations for students.

• Provide deep awareness among administration and teachers why teaming is crucial to advance progress in the ABCs

• Introduce the teaming process • Assist in planning and organizing for team work• Initiate a strong start in teaming process• Advance team progress in towards goals in all 4

pillars

Much of the planning, organizing, and communicationis accomplished through the team leaders in embedded PDs.• Characteristics of

successful teams• Characteristics of

effective team members

• Agenda development• Team Roles• Active listening• Providing resources

• Assistance in articulating school/team goals

• Team Building activities

• Getting Things Done• Reflective • Support as a critical

friend

Pillar I Teams

• School Leadership Team

• Transformation Team

• Content Team

• Interdisciplinary Team

Teams Supporting Pillar I Initiatives

School Leadership Team (ALT)The leadership team controls all matters having to do with the master schedule, budget,

and physical plant. As a professional learning community, the leadership team facilitates the instructional and organizational model, supports for teaching staff, and the development of policies around school climate and student achievement.

Transformation Team (DN Team)A school administrator, the TDS school transformation facilitator, TDS instructional

facilitators, school-based instructional coaches, and community partners such as City Year or Communities in Schools are all members of this team. The transformation team should meet no less than once/week, but may meet daily. This team works to coordinate and align efforts with each other and with the school leadership team. In collaboration with school leadership, the transformation team develops and continuously monitors the school transformation plan.

Transformation Manual, pp. 29-30

Teams Supporting Pillar II Initiatives

*Content Team (GLT)Content team members are teachers who

teach the same course (all English I teachers or all Algebra II teachers) or teachers who share a discipline (all English teachers or all math teachers). *Note: STFs are highly engaged with the Freshman Seminar team as coach and facilitator of school climate/culture

Transformation Manual, p 30

Team Supporting Pillars I, II, III, & IV Initiatives

Interdisciplinary Team(GLT) This is the team that is at the very heart of the TDS model. Though structures vary, interdisciplinary teams in a TDS school are often made up of about eight teachers – two math, two English, two social studies and, usually, one physical education teacher and one science teacher.

Transformation Manual, p 30-31

Interdisciplinary Teaming Looks/Sounds Like

• Peer observations (reinforces team initiatives, encourages critical friends, builds team support)

• Targeted activities that support school wide goals in ABCs (ex: tardy incentive)

• Team incentives/celebrations with a budget• Shared discipline system• Team building among students • Sharing what works• Document action items and hold each other accountable• Needs assessment

Look at (Initial) Data

• Gates/CTBS• Past Course performance • in Reading/Math• 8th grade attendance• 8th grade Explore scores• Holland Inventory (FS)• Resiliency Assessment

(SH)

Look at (Ongoing) Data EWI

• Use the PRIM book, Toolbox, each other for intervention resources

• All partners have access to data collection systems

• City Year and CIS included in meetings

• Give time for interventions to work, monitor and document progress

• Benchmarks –bi monthly, 5th week, quarterly, end of semester

Teams on task

PROTOCOLS, NORMS & ROLES

“Planning the Work,Working the Plan”

Protocols(What teams

need)

• Time to Meet• Professional

Development• Space• Action Plan• Schedule conducive for

teaming

Review Teaming Protocols

WORK IN PROGRESSEffective Teaming

NORMS

• Shape group dynamics• Hold individuals and team accountable

Norm Benefits

Foster mutual respect & trust

• Sacred meeting time and space

• Attendance• Promptness• Tasks• Etiquette

Opportunities for everyone to share and shine

• Team member responsibility

• Democratic decision making

• Ensures everyone is given voice

• Redirects personal agendas

ROLES

Roles

• Team Leader• Assistant Team Leader

• Recorder

• Data Manager• Encourager

• Researcher

Responsibilities• Plans meeting agenda, keeps team

focused and goal oriented• Assists team leader, Fills in for team

leader when needed • Takes note, organizes minutes,

calendar, sends communications on behalf of team

• Collects, interprets, and shares team data

• Initiates recognition to team and student supports, shares successes of team and member accomplishments

• Researches and shares literature in best practices to enhance team goals and interests

Communication Plan

1. With your table partners, analyze the Team Communications Plan

2. Develop a plan to engage a team in an initiative that addresses attendance, behavior, or course performance.

3. The goal is for you, the STF to assist the team in a strong start in orchestrating the project, but refraining from being a physical participant.

Team Discipline Plan

• a) What types of discipline problems may be handled at the teacher and team level?

• b) How will Team Leaders and teams handle these problems? What specifically are Team Leaders expected to do? What time will they have to do these things?

• c) What types of discipline problems will be handled at the Academy Principal level?

• d) How will Academy Principals handle these problems?• e) How will the Academy discipline approach/policies

be communicated to teachers? To Students?

STF’S RESPONSIBILITY IS TO ENGAGE AND PURSUE WORK TO ACHIEVE THE VISION AND MISSION

http://www.youtube.com/watch?v=shLZq5OitvU

Briefly distinguish the difference in the paired concepts, and explain how one impacts the other

• Collaboration vs. Team• Roles vs. Responsibilities• Facilitator vs. Leader• Norms vs. Dynamics