Presentation on theme: "Building Strong School Teams Title I School Improvement Workshop."— Presentation transcript:
Building Strong School Teams Title I School Improvement Workshop
Essential Questions What does a well-functioning team look like? What does it look like when there is a lack of trust? How do we confront distrust? How do we begin to rebuild or strengthen trust?
Celebrations Think about something that is going well that you want to share with the rest of the team.
PLC Audit Complete audit individually Discuss audit with team What items did you rate the same? Where did the ratings differ? Come to consensus about where you are at this point.
Study Whats working? What isnt working? –What changes need to be made? –What needs to be abandoned?
Leading with Trust How to Build Strong School Teams
BARRIERS TO TRUST
Distrust is the confident expectation that anothers motives, intentions, and behaviors are sinister and harmful to ones own interests. In interdependent relationships, this often entails a sense of fear and anticipation of discomfort or danger. Distrust naturally prompts us to take steps that reduce our vulnerability in an attempt to protect our interests. Accordingly, our distrust of others is likely to evoke a competitive (as opposed to cooperative) orientation that stimulates and exacerbates conflict. ~Lewicki and Tomlinson, 2003
Barriers to Trust Discuss: What barriers to trust exist in your school? Fear Betrayal Carousel of Leadership Unions and School Leadership Confrontations Inappropriate Staff Development
Research Study on Trust Read Research and Trust: Facts and Definitions Individually complete section, You and Your School Compare where each team member rated various groups within the school Were your perceptions similar or different?
Distrust and PLCs Trust is necessary to the implementation of a PLC Trust cannot be assumed – it must be assessed
Rebuilding or Strengthening Trust Three levels of trust-building activities –Low, high or medium Personal vs Interpersonal
Building personal capacity has to do with the active and reflective construction of knowledge. It begins with a confrontation with the values, assumptions, belief systems, and practices that individuals embrace… This knowledge empowers them to begin a search for new knowledge and to reconstruct their personal narrative. Coral Mitchell and Larry Sackney, as quoted in Leading with Trust
Personal Capacity Face your Fears –Pain to Power Chart –Dialogue with a Trusted Colleague –Identify What You Control Ask for Feedback –Self-reflection –Feedback from Staff
Additional Personal Capacity Have a Positive Attitude Keep Your Sense of Humor Continue to Get Feedback Johari Window Self-assess Trust Yourself Walk your Talk
"If you can laugh together, you can work together" ~Robert Orben Link to gratitude dancegratitude dance
Interpersonal Capacity Student Learning Build Relationships Facilitation Team Staff Feedback Have Fun Acceptable Conduct Personal Stories Real Issues on the Table Issues to Actions
Ive Been Framed Individually reflect on: 1.My personal beliefs about student learning 2.Why I became a teacher 3.Why I choose to stay in this career in a school In pairs and then groups of two pairs, reflect on the answers. This is a simple sharing not a time to comment on anyones answers. The principal should share his or her ideas after everyone else.
Hot Buttons These things/actions are critical to the success of the team These things/actions pull our team off-task When our team…I feel a real sense of accomplishment These are my Hot Buttons on the team This is my symbol for a well-functioning team
On the Table or Under the Table? Open up about them –Least serious to most serious –Better to deal with before they get worse Activity page 68 in Leading with Trust –Use questions to get staff to talk about why this occurs –Pretend in parking lot and put comments on sticky notes –Sort as a group
Action Plan Deal with the issues now on the table –Level One Fix What need to be fixed immediately –Level Two Fix Improve the process the led to the problem –Level Three Fix Improve or redesign the system that created the process that caused the problem
Build on Success Brainstorm specific success Divide large group into smaller ones Brainstorm actions that led to the success Small groups report out Large group, list common themes and actions Apply these strategies and actions to a new problem
Graffiti Board Useful for getting other perspectives Quick, people can do on own time The problem proposer can evaluate the suggestions and choose those that will work Link
Open Space Technology People who are ready, willing and able will focus on issues they are passionate about. 1.Open space 2.Facilitator introduces theme and staff volunteer to facilitate a topic 3.The rest of the staff determines which group to join 4.Groups move to other areas to work.
Summary PLC development is ongoing There will be bumps in the road Trust is vital to strong PLCs Trust can be strengthened High trust = high problem solving ability
Resources Gregory, G & Lin Kuzmich (2007). Teacher Teams that Get Results. Stephenson, S. (2009). Leading with Trust: How to Build Strong School Teams