Big Idea and Characteristic 2 Collaborative Teams Collaborative

Big Idea and Characteristic #2: Collaborative Teams

Collaborative Teams People…. . 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. Du. Four, Eaker, & Du. Four

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?

“The best place to succeed is where you are with what you’ve got. ” --Charles M. Schwab Horse Nose Anvil Clock

Five Dysfunctions of Teams Patrick Lencioni • • • Absence of Trust Fear of Conflict Lack of Commitment Avoidance of Accountability Inattention to Results

Patrick Lencioni The Five Dysfunctions of a Team INATTENTION TO RESULTS ABSENCE OF TRUST

Handouts Patrick Lencioni The Five Dysfunctions of a Team INATTENTION TO RESULTS AVOIDANCE OF ACCOUNTABILITY LACK OF COMMITMENT FEAR OF CONFLICT ABSENCE OF TRUST

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 Du. Four ON COMMON GROUND

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

Meeting Agenda and Logs Handout

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.

Curriculum Key Areas of Focus The Learning Environment Instruction Assessment

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? n. Creating Common Assessments n. Examining student work n. Developing SMART Goals n. Aligning Curriculum, Instruction and Assessment n. Enhancing School Climate n. Defining Grading Practices n. Increasing 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 • Assessment literacy • Fairness • Raised • Effective expectations Monitoring • Informed practice • Team capacity • Collective Response Modified from R. Du. Four keynote address at PLC Institutes

Utilize your common assessment data to guide your targeted student interventions

Classroom Performance Summary Report Science 7 - Genetics Unit Test B Classroom Proficiency Far Below Basic 0. 00% Basic Proficient Advanced 6. 67% 13. 33% 80. 00%

Classroom Performance Summary Report Science 7 - 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% 26. 2 87. 33% Averages:

Classroom Performance Summary Report Science 7 - Genetics Unit Test B Student Name Number Correct Percent Correct LS 2. d LS 2. c LS 2. a LS 2. b LS 2. e Student 1 30 100% 100% Student 2 29 96. 67% 100% Student 3 13 43. 33% 0% 100% Student 4 30 100% 100% Student 5 19 63. 33% 33% 100% Student 6 30 100% 100% Student 7 27 90% 100% 100% Student 8 28 93. 33% 67% 100% Student 9 25 83. 33% 67% 100% Student 10 25 83. 33% 100% Student 11 30 100% 100% Student 12 30 100% 100% Student 13 25 83. 33% 67% 100% Student 14 30 100% 100% Student 15 30 100% 100% 87. 33% 82% 78% 100% 97% 100% Averages: 26. 2

Classroom Performance Summary Report Science 7 - Genetics Unit Test B Teacher A Teacher B C Teacher D E LS 2. d 82% 89% 90% 79% 86% LS 2. c 100% 75% 80% 82% 71% 82% LS 2. a 100% 73% 95% LS 2. b 97% 93% 96% 100% 82% 94% LS 2. e 100% 83% 86% 91% 80% 88% Class Averages: 96% 91% 90% 88% 77% 89%

Big Idea Number 3 Results-Oriented Don’t tell me Characteristics 3 -6 you believe 3. Collective Inquiry “all kids can 4. Action Orientation learn”… tell and me what Experimentation you’re doing 5. Commitment to about the kids Continuous who aren’t Improvement learning. -- Rick Du. Four 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 Specific M: Measurable A: Attainable R: Results Oriented for Students T: Time Bound Anne Conzemius and Jan O’Neill THE HANDBOOK FOR SMART SCHOOL TEAMS, ASCD, 2001

Commitments Strategies Needs Reasons Goal Problem Challenge Solutions Ideas Possibilities Actions

Causes and Intervention Strategies Reduce the Number of D’s and F’s

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 Saphier On 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