structure and effective teams 19th generation sept
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PLC StructuresPLC Structures
andandEffective TeamsEffective Teams
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Structure ofStructure ofCollaborativeCollaborative
TeamsTeams
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KEY TO IMPROVEDKEY TO IMPROVEDRESULTSRESULTS
Powerful, proven structures for improvedPowerful, proven structures for improvedresults already exist. They begin when aresults already exist. They begin when agroup of teachers meet regularly as a teamgroup of teachers meet regularly as a teamto identify essential and valued studentto identify essential and valued student
learning, develop common formativelearning, develop common formativeassessments, analyze current levels ofassessments, analyze current levels ofachievement, set achievement goals, andachievement, set achievement goals, andthen share and create lessons andthen share and create lessons andstrategies to improve upon those levels.strategies to improve upon those levels.
Mike Schmoker, 2005Mike Schmoker, 2005
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Grade Level/
Interdiscipline Te
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What makes a teamWhat makes a teameffective?effective?
Collaboration CollaborationCollaboration Collaboration
Collaboration!Collaboration!
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What is Collaboration?What is Collaboration?
Collaboration is a systematicCollaboration is a systematic
process in which we workprocess in which we worktogether,together, interdependentlyinterdependently, as a, as a
team to analyze and impactteam to analyze and impact
professional practice in order toprofessional practice in order toimprove our individual andimprove our individual and
collective resultscollective results
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If we are to build collaborativeIf we are to build collaborative
cultures by developing thecultures by developing thecapacity of staff to work togethercapacity of staff to work togetheras members of high-performingas members of high-performing
collaborative teams, we must becollaborative teams, we must beclear on what we mean byclear on what we mean by
team.team.
A kiW ki G
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Are you aAre you a Working GroupWorking Groupor aor a
TEAMTEAM ??Working Group TeamsStrong, clear focused leader Shared leadership rolesIndividual accountability Individual and mutual
accountability
The groups purpose is the
same as the broaderorganizational mission
Specific team purpose that
the team itself delivers
Individual work products Collective work products
Runs efficient meetings Encourages open-endeddiscussion and activeproblem-solving meetings
Measures its effectivenessindirectly by its influence onothers (e.g.. Student learninggoals)
Measures performancedirectly by assessing collectwork products
Discusses, decides, delegates Discusses, decides, does real
work together
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Effective Teams Must HaveEffective Teams Must Have
Team norms that guide collaborationCollaboration embedded in routine practices
Time for collaboration built in school day andschool calendar
Products of collaborationTeams focused on key questionsSpecific and measurable performance goalsAccess to relevant information
Decision making modelsConflict resolution strategiesEffective listening techniques
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Effective Teams Must HaveEffective Teams Must Have
Team norms that guide collaborationTeam norms that guide collaboration
CollaborationCollaboration embedded in routineembedded in routinepracticespractices
Time for collaboration built in school dayTime for collaboration built in school day
and school calendarand school calendarProducts of collaborationProducts of collaborationTeams focused on key questionsTeams focused on key questions
Specific and measurable performance goalsSpecific and measurable performance goals
Access to relevant informationAccess to relevant information
Decision making modelsDecision making models
Conflict resolution strategiesConflict resolution strategies
Effective listening techniquesEffective listening techniques
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Establishing NormsEstablishing NormsProcess and Learning
Norms whichNorms whichaddressaddress how thepeople in the
team will work
together
Norms thataddress howthe meetingshould run
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Norms of High PerformingNorms of High Performing
TeamsTeams Willingness toWillingness to considerconsider matters frommatters from anothersanothers
perspectiveperspective Accurate understanding of spoken and unspoken feelingsAccurate understanding of spoken and unspoken feelings
and concerns of team membersand concerns of team members Willingness toWillingness to confrontconfront a team member whoa team member who violatesviolates
normsnorms Communicating positive regard, caring, and respectCommunicating positive regard, caring, and respect Willingness and ability toWillingness and ability to evaluateevaluate the teamsthe teams ownown
effectivenesseffectiveness Seeking feedback about and evidence of teamSeeking feedback about and evidence of team
effectiveness from internal and external sourceseffectiveness from internal and external sources
Maintaining aMaintaining a positive outlookpositive outlookand attitudeand attitude Proactive Problem-solvingProactive Problem-solving Awareness of how to group contributes to the purposeAwareness of how to group contributes to the purpose
and goals of the larger organization.and goals of the larger organization.ColemanColeman
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Tips for Team NormsTips for Team Norms
Each teamEach team establishes ownestablishes own normsnorms
Norms are stated asNorms are stated as commitmentscommitments to act/behaveto act/behavein certain waysin certain ways
Norms areNorms are reviewedreviewedat theat the beginning and endbeginning and end
of each meeting until internalizedof each meeting until internalized Norms requires teams to assess its effectivenessNorms requires teams to assess its effectiveness
every six months. This assessment shouldevery six months. This assessment shouldinclude review of adherence to norms and theinclude review of adherence to norms and the
need to identify new normsneed to identify new norms Less is more.Less is more. A few key norms are better thanA few key norms are better thana laundry lista laundry list
ViolationsViolations of norms must be addressedof norms must be addressed
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Effective Teams Must HaveEffective Teams Must Have
Team norms that guide collaborationTeam norms that guide collaborationCollaboration embedded in routine
practicesTime for collaboration built in school day
and school calendarProducts of collaborationProducts of collaborationTeams focused on key questionsTeams focused on key questions
Specific and measurable performance goalsSpecific and measurable performance goals
Access to relevant informationAccess to relevant information
Decision making modelsDecision making models
Conflict resolution strategiesConflict resolution strategies
Effective listening techniquesEffective listening techniques
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Where do we find TIME forWhere do we find TIME for
CollaborationCollaboration
District
School
Resource Sectionin Coaches Book
Handout
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Effective Teams Must HaveEffective Teams Must Have
Team norms that guide collaborationTeam norms that guide collaborationCollaborationCollaboration embedded in routineembedded in routine
practicespractices
Time forTime for collaborationcollaboration built in school daybuilt in school day
and school calendarand school calendarProducts of collaboration
Teams focused on key questionsTeams focused on key questions
Specific and measurable performance goalsSpecific and measurable performance goals
Access to relevant informationAccess to relevant information
Decision making modelsDecision making models
Conflict resolution strategiesConflict resolution strategies
Effective listening techniquesEffective listening techniques
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PLC SamplePLC Sample
TemplateTemplateBinderBinder
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Team Feedback SheetTeam: ____________________________ Date: __________________Team SMART Goal (s)____________________________________________________________________________________________________________________________________________Team Members Present: Team MembersAbsent
(Include reasonfor absences)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Meeting Topics/Products/Outcomes:____________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Questions/Concerns from Team:______________________________________________________________________
____________________________________________________________________________________________________________________________________________
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Meeting MinutesGroup:Date:Members Present:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Item Topic Discussion Follow-Up Decisions
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Collaborative Team Checklist (Every 6 weeks)This sheet should be attached to your assessment, analyzed data, and student
samplesthen turned into the leadership team.COMMON ASSESSMENTS DATE
ACHIEVED
A. DEVELOPED _________________ Alignment (WHAT DO WE WANT STUDENTS TO LEARN?)Aligned with Mission/Vision?
_________________Aligned with Grade Level Expectations/MAP Standards?
_________________Aligned with Curricular Map
_________________Aligned with Course Objectives _________________ Aligned with Building Improvement Plan
_________________B. ADMINISTERED
_________________(HOW DO WE KNOW IF THEY HAVE LEARNED IT?)C. DATA ANALYSIS _________________ D. REVIEW OF STUDENT WORK _________________ (WHAT ARE WE GOING TO DO IF THEY DO NOT LEARN IT?)E. INSTRUCTION DISCUSSED/SHARED _________________ F. LIST STRATEGIES DISCUSSED FOR
UNSUCCESSFUL STUDENTS
_________________1) Areas of concern:
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What is your CurrentWhat is your CurrentReality?Reality?
The Leadership Team isThe Leadership Team isestablished.established.
Grade Level/Content is established.Grade Level/Content is established.
Vertical Teams are identified.Vertical Teams are identified.
Norms have been set.Norms have been set.
Meeting date and times are set andMeeting date and times are set and
embedded during the contact day.embedded during the contact day.
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Team DiscussionTeam Discussion
Use the Team Planning Sheet to planUse the Team Planning Sheet to plan
Collaborative Teams next stepsCollaborative Teams next steps
Have all of your teams established their norms?Have all of your teams established their norms?
Do your teams have collaboration time duringDo your teams have collaboration time duringcontracted time?contracted time?
What products should your teams have toWhat products should your teams have to
function more effectively?function more effectively?
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Effective Teams Must HaveEffective Teams Must Have
Team norms that guide collaborationTeam norms that guide collaboration
Collaboration is embedded in routine practicesCollaboration is embedded in routine practices
Time for collaboration built in school day and schoolTime for collaboration built in school day and schoolcalendarcalendar
Products of collaborationProducts of collaborationTeams focused on key questionsTeams focused on key questions
Specific and measurable performance goalsSpecific and measurable performance goals
Access to relevant informationAccess to relevant information
Decision making modelsDecision making models
Conflict resolution strategiesConflict resolution strategiesEffective listening techniquesEffective listening techniques