big idea and characteristic #2: collaborative teams

Big Idea and Characteristic #2: Collaborative Teams

Collaborative TeamsPeople….. Process…… Tasks

“

What is collaboration?

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.

DuFour, Eaker, & DuFour

Simply being collaborative does not make change

Members of a Learning

Community must call on each other’s knowledge, skills, and aspirations to address their goal.

Great Teams – “What have they got?”

• Think about great teams you have been on.

• What were some of the attributes that created a great team experience?

• Discuss how those same attributes can be part of what we do in our collaborative teams at school.

What does it mean to

collaborate?

HorseNoseAnvilClock

“The best place to succeed is where you are with what you’ve got.”

--Charles M. Schwab

Five Dysfunctions of TeamsPatrick Lencioni

• Absence of Trust• Fear of Conflict• Lack of Commitment• Avoidance of Accountability• Inattention to Results

INATTENTION TO

RESULTS

ABSENCE OF

TRUST

Patrick LencioniThe Five Dysfunctions of a Team

INATTENTION TO

RESULTS

AVOIDANCE OF

ACCOUNTABILITY

LACK OF

COMMITMENT

FEAR OF

CONFLICT

ABSENCE OF

TRUST

Patrick LencioniThe Five Dysfunctions of a Team

Handouts

Collaborative Culture

“Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.”

Richard DuFourON COMMON GROUND

NORMS

The standards of behaviors by which we agree to operate while we are in this group.

Meeting Agenda and Logs

Handout

Meeting Agenda for ________________________________________ Meeting Date: _____________Time:__________Place: __________________ Meeting Facilitator: _________________________________________ Meeting Participants Meeting Tasks Time Objective Results/Follow-up 5 minutes Meet, greet, review norms and

previous meeting minutes.

Task 1

Task 2

Task 3

5 minutes

Closure, determine resource needs for next time and assign follow-up tasks

Collaborate about what?

If we want our school improvement efforts to have a significant impact on student learning, we should focus those efforts on the factors that significantly impact learning.

The Learning Environment

Curriculum

AssessmentInstruction

Key Areas of Focus

Four Corollary Questions

–What do we want students to learn?

–How will we know that they have learned it?

–What will we do if they don’t?

–What will we do if they do?

What does it feel like?

• Exciting• Professional• Ah Ha’s• You are part of something

bigger• You have a hand in

designing and implementing the “next best thing”

What does it look like?

Creating Common AssessmentsExamining student workDeveloping SMART GoalsAligning Curriculum,

Instruction and AssessmentEnhancing School Climate Defining Grading PracticesIncreasing Community

Involvement

“Teachers of the same course or level should have absolute common agreement on what they expect all their students to know and be able to do.”

(Reeves)

Common Assessment • Agreement on essential skills• Agreement on the method of assessing those

skills (knowledge, reasoning, performance, product)

• Agreement on standard of measurement• Agreement on level of proficiency• Created in collaboration with team members• Agreement to examine results to form

instruction and design interventions for mastery.

Why Common Assessments?

What are the benefits?• Efficiency• Fairness• Effective

Monitoring• Informed

practice

• Assessment literacy

• Raised expectations

• Team capacity• Collective

Response

Modified from R. DuFour keynote address at PLC Institutes

Utilize your common assessment data to guide your targeted

student interventions

Classroom Performance Summary ReportScience7 - Genetics Unit Test B

Classroom Proficiency

Far Below Basic

Below Basic

Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%

Classroom Performance Summary ReportScience7 - Genetics Unit Test B

Student Name Number Correct Percent Correct

Student 1 30 100%

Student 2 29 96.67%

Student 3 13 43.33%

Student 4 30 100%

Student 5 19 63.33%

Student 6 30 100%

Student 7 27 90%

Student 8 28 93.33%

Student 9 25 83.33%

Student 10 25 83.33%

Student 11 30 100%

Student 12 30 100%

Student 13 25 83.33%

Student 14 30 100%

Student 15 30 100%

Averages: 26.2 87.33%

Classroom Performance Summary ReportScience7 - Genetics Unit Test B

Student Name NumberCorrect

PercentCorrect

LS2.d

LS2.c

LS2.a

LS2.b

LS2.e

Student 1 30 100% 100% 100% 100% 100% 100%

Student 2 29 96.67% 100% 67% 100% 100% 100%

Student 3 13 43.33% 33% 0% 100% 100% 100%

Student 4 30 100% 100% 100% 100% 100% 100%

Student 5 19 63.33% 33% 33% 100% 100% 100%

Student 6 30 100% 100% 100% 100% 100% 100%

Student 7 27 90% 100% 100% 100% 100% 100%

Student 8 28 93.33% 67% 67% 100% 100% 100%

Student 9 25 83.33% 67% 100% 100% 100% 100%

Student 10 25 83.33% 100% 33% 100% 100% 100%

Student 11 30 100% 100% 100% 100% 100% 100%

Student 12 30 100% 100% 100% 100% 100% 100%

Student 13 25 83.33% 33% 67% 100% 100% 100%

Student 14 30 100% 100% 100% 100% 100% 100%

Student 15 30 100% 100% 100% 100% 100% 100%

Averages: 26.2 87.33% 82% 78% 100% 97% 100%

Classroom Performance Summary ReportScience7 - Genetics Unit Test B

Teacher A

Teacher B

Teacher C

Teacher D

Teacher E

LS2.d 82% 89% 90% 90% 79% 86%

LS2.c 100% 75% 80% 82% 71% 82%

LS2.a 100% 100% 100% 100% 73% 95%

LS2.b 97% 93% 96% 100% 82% 94%

LS2.e 100% 83% 86% 91% 80% 88%

ClassAverages:

96% 91% 90% 88% 77% 89%

Big Idea Number 3Results-Oriented

Don’t tell me you believe “all kids can learn”… tell me what you’re doing about the kids who aren’t learning.-- Rick DuFour

Characteristics 3 -63.Collective Inquiry4.Action Orientation

and Experimentation

5.Commitment to Continuous Improvement

6.Results Oriented

Collective Inquiry• Relentless questioning of the status

quo• Seeking new methods & testing them• Reflecting on results• Maintaining a sense of curiosity and

an openness to new possibilities• Recognizing that the process of

searching for answers is more important than having the answers

Action Orientation and Experimentation

• Are students assured EXTRA TIME and SUPPORT for learning?

• Is our response TIMELY? • Is our focus PROMPT

INTERVENTION rather than sluggish remediation?

• Is our response DIRECTIVE rather than invitational?

• Is our response SYSTEMATIC?

Commitment to Continuous Improvement

Writing Data-Driven Accountable Goals to Address Problem Areas

Goals• Monitored continuously

• Designed to produce short term Focus on the desired outcome

• wins• Linked to the Vision

Writing SMART Goals

S: Strategic and SpecificM: MeasurableA: AttainableR: Results Oriented for StudentsT: Time Bound

Anne Conzemius and Jan O’NeillTHE HANDBOOK FOR SMART SCHOOL TEAMS, ASCD, 2001

SMART Goal (Specific, measurable. Attainable, results oriented, and timebound):

Team: Second Grade Team Date: Sept 26, 2006 Focus Area: Oral Reading Fluency SMART Goal: 22/47 students who scored at the At Risk and Some Risk categories on the initial DIBELS assessment, will move up one level by May of 2007. Action Steps (What will be done?)

Designation (Who will do it?)

Timeframe (When will it be done?)

Results (The Evidence)

Teachers will use Readers’ Theater instructional strategies to work on ORF Teachers will use Poetry as an instructional tool to address ORF Using in-class Fluency Center, students make their own graphs to plot progress in ORF Teachers will use the Learning Lab to focus on ORF Teachers will use Leveled Readers in center work to focus on ORF. Teachers will use Accelerated Reader time to pull students to work on ORF Teachers will develop materials and a Homework connection plan for parents to be involved in fluency activities

Jill, Amy All Teachers All teachers Kim, All teachers All Teachers All Teachers All Teachers

Sept 2006 Oct 2006 Oct 2006 Sept 2006 Sept 2006 Oct 2006 Oct 2006

Lesson objectives Lesson Objectives Lesson objectives, center materials, data charts Class roster, specific ORF materials Lesson objectives for groups Lesson objectives Homework plan, ORF materials for parents

SMART Goal (Specific, measurable. Attainable, results oriented, and timebound):

Team: High School English Department Date: Sept 28. 2006 Focus Area: D and F List SMART Goal: By the end of the term, the number of students currently earning a grade of D or F will decrease by 50% in the content area. Action Steps (What will be done?)

Designation (Who will do it?)

Timeframe (When will it be done?)

Results (The Evidence)

Gather and analyze fresh data, determine factors for failing grades Make contact with parents, students and AUT teacher Conduct progress monitoring with class and AUT teacher Direct students to additional intervention program with staff Continue Progress Monitoring and re-teaching efforts through tutoring program

Content Area Teaches Content teachers, counselors, AUT teachers Content teachers and AUT teacher Content teachers Content teachers

Oct 4 Oct 6 Every week As needed Every week

Grade distribution sheets, team agenda, team log Emails, mailings, program roster Contact/homework log Grade book Contact/homework log

GoalProblem

Challenge

Reasons

Ideas

Possibilities

Actions

Solutions

Strategies

Needs

Commitments

Reduce the Number of D’s and F’s

Causes and InterventionStrategies

CONTINUOUS WINNING (SUCCESS) YIELDS:

• CONFIDENCE• OPTIMISM: AN EXPECTATION OF

A POSITIVE RESULT• STRONG DESIRE TO SUCCEED• SELF ANALYSIS IN FAILURE• HIGH LEVEL OF EFFORT• RISK TAKING--STRETCHING

CONTINUOUS FAILURE YIELDS:

• PESSIMISM: EXPECTATION OF A NEGATIVE RESULT

• A SENSE OF FUTILITY, HOPELESSNESS, FATALISM

• WANING EFFORT• SELF CRITICISM IN FAILURE• DENIAL: COVER UP• FEAR OF RISK TAKING--

DEFENSIVENESS

Hope“Strong professional learning communities produce schools that are engines of hope and achievement for students.”

Jonathan SaphierOn Common Ground

Crucial Messages for becoming “Engines of Hope”

• What we are doing here is important

• You can do it!• I’m not going to give up on you –

even if you give up on yourself.

Jonathan Saphier

On Common Ground

Strategies for Changing Beliefs: Accentuate the Positive!

• Say It• Model It• Organize For It• Protect It• Reward It