Professional Learning Teams
6/6/2013
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2
Please notice the wall chart • As you enter, read the 12 statements on page 3 of your handout – “Look at Teacher Needs.”
Professional Learning Teams
• Get three colored dots and move to a chart.
Teaming to improve teacher effectiveness
• Place a dot beside the 3 things you think teachers in your school would regard as the most important needs.
Team to Teach: Anne Jolly
Anne Jolly [email protected]
Team to Teach: Anne Jolly
National Staff Development Council
3
Community Share
Table Share
Do a walkabout and introduce yourself to two people you do not know. Tell them what you hope to take away from today’s workshop. Then return to your table. Team to Teach: Anne Jolly
4
National Staff Development Council
• Introduce yourself to the people at your table and share 2 or 3 behaviors that you appreciate in others during team meetings.
Team to Teach: Anne Jolly
National Staff Development Council
1
6/6/2013
5
Workshop Norms
6
PLC and PLTs
• The Comfort Rule • The Hand Signal Rule • The Finger Tap Rule
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
7 Team to Teach: Anne Jolly
8 Team to Teach: Anne Jolly
In PLTs, the focus is on student achievement and success through the education and learning of teachers.
2
6/6/2013
9
10 Team to Teach: Anne Jolly
What can you expect today?
Resources for Teaming Tools
Tools, tips, and guidance for ▫ Setting teams up to be productive ▫ Guiding successful team meetings ▫ Sustaining progress over time ▫ Monitoring and supporting teams and their work Team to Teach: Anne Jolly
April 2013 – Limited time free from Learning Forward www.learningforward.org
National Staff Development Council
11
12
What we want to happen . . .
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
3
6/6/2013
13
What do you mean another meeting!!!
14
Overview Part 1: Prepare the Team Members 1. Build a Foundation for PLTs 2. Preview the PLT process 3. Prepare and Organize for PLTs National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
15
Overview . . . cont . . .
16
Overview . . . cont . . .
Part 2: Launch the Teams
Part 3: Get Down to Business
4. Help teams set ground rules
7. Conduct successful meetings
5. Set data‐based team goals
8. Maintain team momentum
6. Plan for learning and action
9. Assess your team progress
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
4
6/6/2013
17
Pre/Post Survey
Tools for Step 1 Build a Foundation for PLTs
• Follow the instructions on the handout.
Make decisions and plan how to introduce this initiative to teachers in your school.
• What would you learn about prospective team members from this?
P. 1 in handouts Team to Teach: Anne Jolly
18
P. 2 in handouts National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
19
Needs Chart
Will Collaboration Work?
• Direct your attention to the wall chart, Look at Teacher Needs. • What might this accomplish for teachers in terms of teacher buy‐in to the PLT process?
• Take the role of either a Professional Design Team Member or a Professional Sabotage Team Member. • How might this help with team buy‐in?
P. 4 in handouts
P. 3 in handouts Team to Teach: Anne Jolly
20
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
5
6/6/2013
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Tools for Step 2 Preview the PLT Process Decide how to introduce the PLT process to teachers, and help them understand what PLTs do and how this differs from what current teams do. P. 5 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
23
Team Meeting Skit
As You Watch the Skit . . .
• The skit scenario is highly contrived. • The skit is designed to help teachers identify components (activities and behaviors) that might be characteristic of a PLT meeting.
Please note some things that seem to be characteristic of PLT meetings. After the skit, discuss your observations as a group. What Do You See and Hear? found in “Additional Tools” materials online
Skit found in “Additional Tools” materials online Team to Teach: Anne Jolly
24
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
6
6/6/2013
25
Focus Tent Card
Appropriate use of PLTs
• Throughout each meeting, team members should consider this question:
Is our focus on teacher learning and growth? Tent Card found in “Additional Tools” materials online Team to Teach: Anne Jolly
26
In groups of 3‐4, read and discuss each statement. Decide whether it goes in the Thumbs Up or Thumbs Down stack.
P. 6 in handouts
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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28
Tools for Step 3 Prepare and Organize for PLTs Decide what rollout issues and logistics you need to tackle first. Then work through a plan for getting the teams up and running. P. 7 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
7
6/6/2013
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PLT Options
30
Resources on Time
Do a Time Walk. • Stand and join with 3 or 4 others to form a small group. • Share ways you have found time, or might find time, for professional development. • Go back to your table and share. P. 8 in handouts Team to Teach: Anne Jolly
No handout page
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
31
Supporting PLTs
32
Team Logistics
Who?
Conduct an up‐front assessment to see where your school is now in terms of readiness for PLTs.
When? Where?
Check areas where things seem to be in place. P. 9 in handouts Team to Teach: Anne Jolly
National Staff Development Council
What? P. 10 in handouts Team to Teach: Anne Jolly
National Staff Development Council
8
6/6/2013
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34
Tools for Step 4 Help Teams Set Ground Rules Plan how to persuade team members to take the time to reflect and set useful team norms.
P. 11 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
35
36
Good norm‐setting . . .
Set individual team norms • List behaviors you value in others during team meetings. • On chart paper, list norms your team could put in place to promote these behaviors during team meetings.
• Allows each team member to understand what behaviors their colleagues value. • Provides an opportunity for conversations that can begin to build trust. • Provides a way for the team leader to provide guidance with team interactions.
(in “Additional Tools” materials online) Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
9
6/6/2013
37
38
Norms Tune‐Up This tune‐up (self‐assessment) may help if: • Teams don’t feel they are getting anywhere • Interpersonal dynamics are getting rocky • Team members want to reestablish some behaviors they value. P. 12 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
39
Tools for Step 5 Set Data‐Based Team Goals Involve teachers in talking differently about data and setting appropriate team goals. P. 13 in handouts Team to Teach: Anne Jolly
40
Look at a Variety of Student Data Use this question to decide on a general area for the team’s focus.
In what area do students need teachers to be more accomplished? Not in handouts
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
10
6/6/2013
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42
Sample Team Goals
Sample Team Goals Stated as questions:
Stated as purpose statements:
• What research‐based practices can we use in our mathematics classes to help our students increase their skills in reasoning abstractly and quantitatively?
• We will increase our expertise in using inquiry‐based methods of teaching science to engage students in higher levels of thinking and learning.
• What can we do differently in our classrooms to improve student achievement in math computation across all grade levels?
• We will increase our knowledge and skill in using number talks to identify student knowledge gaps and misconceptions, and to create effective cross grade‐ level teaching practices for overcoming these.
P. 14 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
P. 14 in handouts
National Staff Development Council
43
44
Check Out that Goal! • Clear, doable • Focused on teacher learning • Focused on teacher accomplishment • Focused on a specific area of student need • Agreed on by team members Page 15 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
11
6/6/2013
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Tools for Step 6 Plan for Learning and Action
Reflect on Our Beliefs and Assumptions • Examine the questions on page 21 of your handouts. What kind of information would teachers gain from this?
Decide how to guide teachers to take the time to reflect, discuss, and develop a thoughtful plan.
• Who do these questions focus on? Page 17 in handouts
Page 16 in handouts Team to Teach: Anne Jolly
46
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
47
Reflect on What’s Happening Now • Are these questions important for guiding planning? • Encourage teachers to get below the surface in planning their approach. • In the “Additional Tools” the first item is a set of question cards. This is an example of how you might set this up for teacher discussions during workshops.
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Reflect on Priorities and Actions • Don’t ask teams to go beyond this in establishing long‐term plans at the beginning. • This plan is tentative and may change several times during the course of planning for and launching the teams. Page 20 in handouts
Pages 17‐18 in handouts, and cards from “Additional Tools.” Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
12
6/6/2013
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Tools for Steps 7 and 8: Conduct Successful Meetings and Maintain Momentum • Decide what tools and tactics you can use to support teams in conducting productive meetings. • Prepare to use a variety of methods to sustain team progress and momentum over the long haul. Page 21 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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52
Productive Conversations
Let’s Get Acquainted! Provide a way for teachers to get beyond a superficial acquaintance with colleagues and begin to know one another at a deeper level.
• You all find a memo from the Bubble Sheet Test Company in your boxes and read it. • Carry on a conversation that might take place among a group of teachers reading this memo. Take a copy of the “School Memo” from your table.
In the “Additional Tools” materials online Team to Teach: Anne Jolly
• You and some colleagues are taking a break in the faculty lounge during a busy, frustrating day.
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
13
6/6/2013
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54
Productive Conversations
Communicate, communicate!
1. Share facts
Team logs should contain . . .
2. Share feelings and reactions
• Big ideas
3. Discuss applications and implications
• Decisions
4. Make a decision
• Plans for the next meeting Page 27 in handouts
Team to Teach: Anne Jolly
Page 23 in handouts
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
55
Communicate, communicate!
56
Communicate, communicate!
Regular logs provide . . .
• Opportunities for instructional feedback and interaction between the principal and team members • A way to mentor and nurture teams as they grow. • A way to share information with other teams.
Regular logs provide . . . • A way to make the team’s work public. • Documentation for professional learning credit, personal growth plans, mentoring activities, school accreditation status, funding proposals, etc. Page 23 in handouts
Page 28 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
14
6/6/2013
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58
Trust Factors
Troubleshoot and Support Team Productivity
In your teams, decide on a scale of 1 – 10 how your team as a whole ranks on each of the “Trust Factors.” Mark this on the “Trust Level Chart.”
• Regroup Before the Meeting – Handouts p. 26 • Reflect After the Meeting – Handouts p. 27 • The Balcony View – Handouts p. 28
Plan to revisit this activity quarterly to track the level of trust that exists on your team.
• Plan for Team Growth – Handouts p. 29 • Team Progress Self‐Assessment – Handouts p. 30
Pages 24‐25 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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60
Troubleshoot and Support Team Productivity • It’s Okay! from “Additional Tools” • Checkpoint Survey from “Additional Tools” • Assessing an Activity from “Additional Tools”
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
15
6/6/2013
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Tools for Step 9 Assess Your Team Progress
Our Team Members Purpose: To facilitate thought and discussion about what should be going on in the team.
Decide how often you will formally assess team functioning, what tools will you use, and how you will use the results.
Note: This tool requires teams to provide thoughtful evidence to support their verdict.
Page 31 in handouts Team to Teach: Anne Jolly
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Page 32 in handouts National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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Evidence of Progress
Professional Learning Team Survey
This tool can help facilitators or school leaders gather data about team meetings for accreditation teams, school improvement reports, etc. This is primarily perceptual data. You can gather this information from logs, observations, team self‐assessments, and focus groups. Page 33 in handouts Team to Teach: Anne Jolly
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National Staff Development Council
This rating scale survey can be used for some descriptive statistics if needed. Recommended as a mid‐term and end‐ of‐year checkup.
This survey is in the “Additional Tools” materials online. Team to Teach: Anne Jolly
National Staff Development Council
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Tools for Step 10 Facilitation 101 Building relationships with teams takes direct learning, ongoing awareness, and regular, intentional practice. Page 34 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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Build Rapport with PLTs.
Providing Good Feedback
Trusting relationships are critical to creating effective teams. Think objectively about each team and the members that comprise the team. How well do you know them? What type of relationships do you have with them now? P. 35 in handouts Team to Teach: Anne Jolly
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National Staff Development Council
• • • • • • • • •
Specific Clear Consistent Positive Frequent and timely Provides useful support Constructive Upbeat in public Sincere and honest
Team to Teach: Anne Jolly
• Provides information to help find solutions. • Gives the right amount of information. • Avoids overloading with advice. • Indicates support and caring. • Acknowledges PLT accomplishments.
P. 36 in handouts
National Staff Development Council
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What’s a Principal to Do?
Facilitation Check
This tool gives an overview of a number of actions principals can take to support PLTs. Among the most important are: 1) regular, effective communication and 2) letting teams know that it’s okay if a planned lesson doesn’t work well or fails to accomplish its purpose.
As the process moves along, gather ideas and input from team members on the current support you are providing them as a facilitator, and ask about additional useful support you might provide. P. 37 in handouts Team to Teach: Anne Jolly
In “Additional Tools” materials online National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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Put it together 1. How do you plan to introduce professional learning teams to the faculty? 2. How will you explain and/or demonstrate what goes on in PLT meetings? 3. What organizational logistics will need to be addressed?
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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Put it together
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Put it together
4. How do you plan to help teams get off to a good start?
7 & 8. How do you plan to help teams conduct successful meetings and sustain progress?
5. What processes will you use to help teams with goal‐setting?
9. What data will you collect, when, and why? 10.What do you need to learn in order to facilitate this effectively?
6. What will teams need to do in order to plan effectively?
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
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Concluding Thoughts Thank you for being here! Contact me at Email: [email protected] Skype: anne.jolly Twitter: @ajollygal Facebook: anne.jolly.01 NOTE: Please Identify yourself on Skype and Facebook. Team to Teach: Anne Jolly
National Staff Development Council
Book Information You may order Team to Teach: A Facilitator’s Guide to Professional Learning Teams from Learning Forward www.learningforwardstore.org 800‐727‐7288 Team to Teach: Anne Jolly
National Staff Development Council
19
1
2
Please notice the wall chart • As you enter, read the 12 statements on page 3 of your handout – “Look at Teacher Needs.”
Professional Learning Teams
• Get three colored dots and move to a chart.
Teaming to improve teacher effectiveness
• Place a dot beside the 3 things you think teachers in your school would regard as the most important needs.
Team to Teach: Anne Jolly
Anne Jolly [email protected]
Team to Teach: Anne Jolly
National Staff Development Council
3
Community Share
Table Share
Do a walkabout and introduce yourself to two people you do not know. Tell them what you hope to take away from today’s workshop. Then return to your table. Team to Teach: Anne Jolly
4
National Staff Development Council
• Introduce yourself to the people at your table and share 2 or 3 behaviors that you appreciate in others during team meetings.
Team to Teach: Anne Jolly
National Staff Development Council
1
6/6/2013
5
Workshop Norms
6
PLC and PLTs
• The Comfort Rule • The Hand Signal Rule • The Finger Tap Rule
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
7 Team to Teach: Anne Jolly
8 Team to Teach: Anne Jolly
In PLTs, the focus is on student achievement and success through the education and learning of teachers.
2
6/6/2013
9
10 Team to Teach: Anne Jolly
What can you expect today?
Resources for Teaming Tools
Tools, tips, and guidance for ▫ Setting teams up to be productive ▫ Guiding successful team meetings ▫ Sustaining progress over time ▫ Monitoring and supporting teams and their work Team to Teach: Anne Jolly
April 2013 – Limited time free from Learning Forward www.learningforward.org
National Staff Development Council
11
12
What we want to happen . . .
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
3
6/6/2013
13
What do you mean another meeting!!!
14
Overview Part 1: Prepare the Team Members 1. Build a Foundation for PLTs 2. Preview the PLT process 3. Prepare and Organize for PLTs National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
15
Overview . . . cont . . .
16
Overview . . . cont . . .
Part 2: Launch the Teams
Part 3: Get Down to Business
4. Help teams set ground rules
7. Conduct successful meetings
5. Set data‐based team goals
8. Maintain team momentum
6. Plan for learning and action
9. Assess your team progress
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
4
6/6/2013
17
Pre/Post Survey
Tools for Step 1 Build a Foundation for PLTs
• Follow the instructions on the handout.
Make decisions and plan how to introduce this initiative to teachers in your school.
• What would you learn about prospective team members from this?
P. 1 in handouts Team to Teach: Anne Jolly
18
P. 2 in handouts National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
19
Needs Chart
Will Collaboration Work?
• Direct your attention to the wall chart, Look at Teacher Needs. • What might this accomplish for teachers in terms of teacher buy‐in to the PLT process?
• Take the role of either a Professional Design Team Member or a Professional Sabotage Team Member. • How might this help with team buy‐in?
P. 4 in handouts
P. 3 in handouts Team to Teach: Anne Jolly
20
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
5
6/6/2013
21
22
Tools for Step 2 Preview the PLT Process Decide how to introduce the PLT process to teachers, and help them understand what PLTs do and how this differs from what current teams do. P. 5 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
23
Team Meeting Skit
As You Watch the Skit . . .
• The skit scenario is highly contrived. • The skit is designed to help teachers identify components (activities and behaviors) that might be characteristic of a PLT meeting.
Please note some things that seem to be characteristic of PLT meetings. After the skit, discuss your observations as a group. What Do You See and Hear? found in “Additional Tools” materials online
Skit found in “Additional Tools” materials online Team to Teach: Anne Jolly
24
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
6
6/6/2013
25
Focus Tent Card
Appropriate use of PLTs
• Throughout each meeting, team members should consider this question:
Is our focus on teacher learning and growth? Tent Card found in “Additional Tools” materials online Team to Teach: Anne Jolly
26
In groups of 3‐4, read and discuss each statement. Decide whether it goes in the Thumbs Up or Thumbs Down stack.
P. 6 in handouts
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
27
28
Tools for Step 3 Prepare and Organize for PLTs Decide what rollout issues and logistics you need to tackle first. Then work through a plan for getting the teams up and running. P. 7 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
7
6/6/2013
29
PLT Options
30
Resources on Time
Do a Time Walk. • Stand and join with 3 or 4 others to form a small group. • Share ways you have found time, or might find time, for professional development. • Go back to your table and share. P. 8 in handouts Team to Teach: Anne Jolly
No handout page
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
31
Supporting PLTs
32
Team Logistics
Who?
Conduct an up‐front assessment to see where your school is now in terms of readiness for PLTs.
When? Where?
Check areas where things seem to be in place. P. 9 in handouts Team to Teach: Anne Jolly
National Staff Development Council
What? P. 10 in handouts Team to Teach: Anne Jolly
National Staff Development Council
8
6/6/2013
33
34
Tools for Step 4 Help Teams Set Ground Rules Plan how to persuade team members to take the time to reflect and set useful team norms.
P. 11 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
35
36
Good norm‐setting . . .
Set individual team norms • List behaviors you value in others during team meetings. • On chart paper, list norms your team could put in place to promote these behaviors during team meetings.
• Allows each team member to understand what behaviors their colleagues value. • Provides an opportunity for conversations that can begin to build trust. • Provides a way for the team leader to provide guidance with team interactions.
(in “Additional Tools” materials online) Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
9
6/6/2013
37
38
Norms Tune‐Up This tune‐up (self‐assessment) may help if: • Teams don’t feel they are getting anywhere • Interpersonal dynamics are getting rocky • Team members want to reestablish some behaviors they value. P. 12 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
39
Tools for Step 5 Set Data‐Based Team Goals Involve teachers in talking differently about data and setting appropriate team goals. P. 13 in handouts Team to Teach: Anne Jolly
40
Look at a Variety of Student Data Use this question to decide on a general area for the team’s focus.
In what area do students need teachers to be more accomplished? Not in handouts
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
10
6/6/2013
41
42
Sample Team Goals
Sample Team Goals Stated as questions:
Stated as purpose statements:
• What research‐based practices can we use in our mathematics classes to help our students increase their skills in reasoning abstractly and quantitatively?
• We will increase our expertise in using inquiry‐based methods of teaching science to engage students in higher levels of thinking and learning.
• What can we do differently in our classrooms to improve student achievement in math computation across all grade levels?
• We will increase our knowledge and skill in using number talks to identify student knowledge gaps and misconceptions, and to create effective cross grade‐ level teaching practices for overcoming these.
P. 14 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
P. 14 in handouts
National Staff Development Council
43
44
Check Out that Goal! • Clear, doable • Focused on teacher learning • Focused on teacher accomplishment • Focused on a specific area of student need • Agreed on by team members Page 15 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
11
6/6/2013
45
Tools for Step 6 Plan for Learning and Action
Reflect on Our Beliefs and Assumptions • Examine the questions on page 21 of your handouts. What kind of information would teachers gain from this?
Decide how to guide teachers to take the time to reflect, discuss, and develop a thoughtful plan.
• Who do these questions focus on? Page 17 in handouts
Page 16 in handouts Team to Teach: Anne Jolly
46
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
47
Reflect on What’s Happening Now • Are these questions important for guiding planning? • Encourage teachers to get below the surface in planning their approach. • In the “Additional Tools” the first item is a set of question cards. This is an example of how you might set this up for teacher discussions during workshops.
48
Reflect on Priorities and Actions • Don’t ask teams to go beyond this in establishing long‐term plans at the beginning. • This plan is tentative and may change several times during the course of planning for and launching the teams. Page 20 in handouts
Pages 17‐18 in handouts, and cards from “Additional Tools.” Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
12
6/6/2013
49
50
Tools for Steps 7 and 8: Conduct Successful Meetings and Maintain Momentum • Decide what tools and tactics you can use to support teams in conducting productive meetings. • Prepare to use a variety of methods to sustain team progress and momentum over the long haul. Page 21 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
51
52
Productive Conversations
Let’s Get Acquainted! Provide a way for teachers to get beyond a superficial acquaintance with colleagues and begin to know one another at a deeper level.
• You all find a memo from the Bubble Sheet Test Company in your boxes and read it. • Carry on a conversation that might take place among a group of teachers reading this memo. Take a copy of the “School Memo” from your table.
In the “Additional Tools” materials online Team to Teach: Anne Jolly
• You and some colleagues are taking a break in the faculty lounge during a busy, frustrating day.
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
13
6/6/2013
53
54
Productive Conversations
Communicate, communicate!
1. Share facts
Team logs should contain . . .
2. Share feelings and reactions
• Big ideas
3. Discuss applications and implications
• Decisions
4. Make a decision
• Plans for the next meeting Page 27 in handouts
Team to Teach: Anne Jolly
Page 23 in handouts
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
55
Communicate, communicate!
56
Communicate, communicate!
Regular logs provide . . .
• Opportunities for instructional feedback and interaction between the principal and team members • A way to mentor and nurture teams as they grow. • A way to share information with other teams.
Regular logs provide . . . • A way to make the team’s work public. • Documentation for professional learning credit, personal growth plans, mentoring activities, school accreditation status, funding proposals, etc. Page 23 in handouts
Page 28 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
14
6/6/2013
57
58
Trust Factors
Troubleshoot and Support Team Productivity
In your teams, decide on a scale of 1 – 10 how your team as a whole ranks on each of the “Trust Factors.” Mark this on the “Trust Level Chart.”
• Regroup Before the Meeting – Handouts p. 26 • Reflect After the Meeting – Handouts p. 27 • The Balcony View – Handouts p. 28
Plan to revisit this activity quarterly to track the level of trust that exists on your team.
• Plan for Team Growth – Handouts p. 29 • Team Progress Self‐Assessment – Handouts p. 30
Pages 24‐25 in handouts Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
59
60
Troubleshoot and Support Team Productivity • It’s Okay! from “Additional Tools” • Checkpoint Survey from “Additional Tools” • Assessing an Activity from “Additional Tools”
Team to Teach: Anne Jolly
National Staff Development Council
Team to Teach: Anne Jolly
National Staff Development Council
15
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Tools for Step 9 Assess Your Team Progress
Our Team Members Purpose: To facilitate thought and discussion about what should be going on in the team.
Decide how often you will formally assess team functioning, what tools will you use, and how you will use the results.
Note: This tool requires teams to provide thoughtful evidence to support their verdict.
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Evidence of Progress
Professional Learning Team Survey
This tool can help facilitators or school leaders gather data about team meetings for accreditation teams, school improvement reports, etc. This is primarily perceptual data. You can gather this information from logs, observations, team self‐assessments, and focus groups. Page 33 in handouts Team to Teach: Anne Jolly
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This rating scale survey can be used for some descriptive statistics if needed. Recommended as a mid‐term and end‐ of‐year checkup.
This survey is in the “Additional Tools” materials online. Team to Teach: Anne Jolly
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Tools for Step 10 Facilitation 101 Building relationships with teams takes direct learning, ongoing awareness, and regular, intentional practice. Page 34 in handouts Team to Teach: Anne Jolly
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Build Rapport with PLTs.
Providing Good Feedback
Trusting relationships are critical to creating effective teams. Think objectively about each team and the members that comprise the team. How well do you know them? What type of relationships do you have with them now? P. 35 in handouts Team to Teach: Anne Jolly
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• • • • • • • • •
Specific Clear Consistent Positive Frequent and timely Provides useful support Constructive Upbeat in public Sincere and honest
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• Provides information to help find solutions. • Gives the right amount of information. • Avoids overloading with advice. • Indicates support and caring. • Acknowledges PLT accomplishments.
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What’s a Principal to Do?
Facilitation Check
This tool gives an overview of a number of actions principals can take to support PLTs. Among the most important are: 1) regular, effective communication and 2) letting teams know that it’s okay if a planned lesson doesn’t work well or fails to accomplish its purpose.
As the process moves along, gather ideas and input from team members on the current support you are providing them as a facilitator, and ask about additional useful support you might provide. P. 37 in handouts Team to Teach: Anne Jolly
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Put it together 1. How do you plan to introduce professional learning teams to the faculty? 2. How will you explain and/or demonstrate what goes on in PLT meetings? 3. What organizational logistics will need to be addressed?
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4. How do you plan to help teams get off to a good start?
7 & 8. How do you plan to help teams conduct successful meetings and sustain progress?
5. What processes will you use to help teams with goal‐setting?
9. What data will you collect, when, and why? 10.What do you need to learn in order to facilitate this effectively?
6. What will teams need to do in order to plan effectively?
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Concluding Thoughts Thank you for being here! Contact me at Email: [email protected] Skype: anne.jolly Twitter: @ajollygal Facebook: anne.jolly.01 NOTE: Please Identify yourself on Skype and Facebook. Team to Teach: Anne Jolly
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Book Information You may order Team to Teach: A Facilitator’s Guide to Professional Learning Teams from Learning Forward www.learningforwardstore.org 800‐727‐7288 Team to Teach: Anne Jolly
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