Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
TEAMING - Group 3
Transcript of TEAMING - Group 3
Why and How School Leaders
Team Structures that
Nurture Adult Development
Focusing on question posing instead of question answering, thereby inviting adults into the process of co-inquiring
Providing resources for teams to collaborate effectively
Providing adults with relevant data to analyze
Providing teachers with tools for accessing useable data and protocols for analyzing and discussing it
Considering membership and the roles members might assume
The top three reasons why principals employ teaming:
Sharing Principal Leadership
Building School Community
Helping adults manage change and maximize diversity
Assistant Principals employ teaming to:
Help facilitate meaningful professional development with teachers
Allow them to gain richer insights from one another
Share the burden of the complex challenges and responsibilities of supporting teacher learning
Teachers emphasized that teaming creates an opportunity for them to:
Question their practices, have time to receive input and give feedback
Think out loud about their individual practices and share them with others
Think together about shared goals and responsibilities
Lessons from the Field
Strategy Development and shared decision making
Discussion of curriculum and student work
Professional learning and development
Engagement with outside experts and partnerships with other organizations
Establishing Ground Rules
Framing Questions to Attend to Ways of Knowing
Assessing Team Performance
Helps to create a safe and productive space for learning
There are three ways to establish norms for engagement and to agree upon how
to attend to confidentiality
Distribution of work
Structure the questions so that adults with different ways of knowing might lean toward responding to one of them in writing
Ask a person to recall some information from a past reading or gathering to engage instrumental knowers
Invite participants to reflect on how they are feeling about the content to be discussed or the material that was assigned in the pre-session reading to appeal to socializing knowers
Create an opportunity for adults to comment on the design of a practice, initiative, or policy or the philosophical underpinnings of a reading to engage both the self-authoring and self-transforming knowers
By addressing the following needs, this assessment will ensure that the team will continue to act as a medium of growth for all of its members
Want to learn how these leaders experience their team's performance
Want the principals to have a chance to reflect on their team experience
Hope that the principals might use surveys in their schools to help teams assess their performance
Want the teams to review their results and to consider how they might improve their performance
Collaborated with her Cabinet to design a needs assessment to develop a better understanding of how her teachers experienced professional developmental opportunities
After reviewing the High Performance Team Instrument Survey, the Cabinet decided on a course of action by selecting teams that were identified as "need" areas
Midyear, due to various types of feedback, the professional development teams adjusted the focus of some of their groups
End of the Year, the Cabinet designed a follow-up survey to learn from teacher and staff feedback about their experiences working in these teams
Matthews reported two things after using the High Performance Survey
Shirley Matthews, High School Principal
It exposed those teachers who needed individual assistance as needed due to their lack of enthusiasm or involvement with the Professional Learning Community
Believed that using the practice of teaming that is informed by a developmental perspective helped both individuals and her school community to grow
Teaming is an Effective Approach to Professional Development
Consider the Different Ways of Knowing
Reflection: What steps will you take to implement teams?
identifies with their own needs and adheres to rules
thinks abstractly, reflects on their own actions and feels safe with similar thinkers
acceptance of views
guidance from experience
accepting conflict; which can be effective, ownership
Can you identify the various
Ways of Knowing?
Do you ever feel like you are doing this?
Self generated curiosity
Sense of Independence
Developing capacities willingness to
Respect for other's perspective
Allow freedom different teams
Tendency to be the team leader
Learning from team members
Teaming is the center of professional learning.
Staff understanding, commitment and follow through increases.
The Value of EFFECTIVE Teaming?
Metacognitive skills and effectiveness of individual and team increases.
A collaborative culture that identifies and reaches SMART goals is created.
Generates innovation produces change and BUILDS capacity.
Ownership is shared among team members.
Insufficient protocols for setting team expectations and ensuring input from all team members.
Provide processes, strategies, and protocols for conversation.
Create opportunities to reflect for speaking and writing.
CLARIFY OBJECTIVES, EXPECTATIONS AND QUESTIONS
INVITE TEAM MEMBERS TO DISCUSS HOW THEY WILL WORK TOGETHER
GIVE AND LEARN FROM FEEDBACK THAT IS RELEVANT TO PRACTICE
CELEBRATE IMPROVEMENTS AND SUCCESSES
Key Elements to Successful Teaming
The Team as a Source of Individual Growth and Development
Attending to Developmental Diversity:
Individual change is needed for
this is a result of reflective practice.
Self-Transforming (Early) Knower
Self-Transforming (Late) Knower