3Why Collaboration?“a collection of teachers does not truly become a team until they must rely on one another( and need one another) to accomplish a goal that none could achieve individually”“co-laboring” to benefit students“in a PLC the reason teachers are organized into teams, the reason they are provided with time to work together, the reason they are asked to focus on certain topics and complete specific tasks, is so that when they return to their classrooms they will possess and UTILIZE an expanded repertoire of skills, strategies, materials, and ideas IN ORDER to impact student achievement in a positive way.”-capable and talented teachers-when we look at the skills and challenges our students face, it is a job that requires more than individual work, need teamDuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006.
4Why Collaboration?“Individuals on effective teams learn to acknowledge mistakes, weaknesses, failures, and the need for help. They also learn to recognize and value the strengths of other members of the team and are willing to learn from one another.”Before showing slide discuss with partner ways teams unravel or are ineffectiveDuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006.
5Five Dysfunctions of a Team Lencioni, Patrick. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators. San Francisco: Jossey-Bass.
6Team Norm Activity In your small group develop team norms by: Completing Developing Norms from direction sheet, write your norms on the norms templatewrite proposed norms for each of the 6 areas of considerationIf your team has already written group norms:Do your norms cover some of the common challenges that occur in teams?Do you need to add anything after looking at the norms template page?-norms = ground rules-schools and teams at different places-if your team has already created norms, we suggest reviewing them using the norms to consider template : time, listening, confidentiality, decision making, participation, and expectations. These are common areas that challenges often appear.DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p )
7Additional Tips for Creating Norms Each team creates its own normsStated as commitments to act or behave in certain ways rather than as beliefsReviewed at the beginning and end of each meeting for at least 6 monthsTeams formally evaluate effectiveness at least twice a yearTeams focus on a few essential norms rather than extensive laundry list.Violations of team norms must be addressedDuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p.106)
8Are you looking in the mirror or out the window? Seven Norms of CollaborationPaying attention to self and othersPresuming positive intentionsPursuing a balance between advocacy and inquiryPausingParaphrasingProbing for specificityPutting ideas on the tableHandout of page 105 to give to partipcantsAre you looking in the mirror or out the window?DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 104)
9Balance Between Advocacy and Inquiry Protocols for Effective AdvocacyProtocols for Effective InquiryDuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 105)
10Seven Factors to Influencing Reluctant Staff Connecting to the person’s intuition so that the proposal “feels right”Appealing to rational thinking and decision makingChanging the way the information is presented (e.g. using analogies)Presenting real world examples where the idea has been applied successfullyProviding peoplewith incentives toembrace an ideaBuilding shared knowledge of the research base supporting a position“resistance must be identified and dealt with rather than ignored”ReasonResearchResonanceRepresentational Re-descriptionsResources and RewardReal-World EventsThe greatest opportunity for change comes from the first six factors.7. ConfrontationGardner, Howard. Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds. Boston: Harvard Business School, DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 173)
11Video clipOvercoming barriers to effective communication
12Building the Collaborative Culture of a PLC Collaboration: Session 2PLC Professional Development for TeamsLearning Council, Elementary Leadership Teams, and Secondary Leadership Teams
13Small Group Discussion Isolation CollaborationBrainstorm: What are the rewards / benefits ofworking in isolation? Collaboration? Write oneidea per sticky note.20Share Points-Share sticky notes, add to whole group chart
14Defining PLC Collaboration IsolationCollaborationPLC Collaboration“The traditional school often functions as a collection of independent contractors united by a common parking lot.” Eaker, Results Now, p 23“Congeniality, focus on building groups camaraderie”“Consensus on operational procedures”“Committees to oversee different facets of school operation”“…a systematic process in which teachers work together to analyze and improve their classroom practice.”“Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning.”“…leads to higher levels of student achievement.”What is a “Professional Learning Community”? Educational Leadership, May 2004
15Partner Discussion Jigsaw Activity: 5 Keys To a Successful Meeting – highlight the big ideas for one of the following:Behaviors and RelationshipsFocusRoles and ResponsibilitiesStructureProcessHave participants read one section, do as a jigsaw, number off, each group reads, highlights and reports out to the large group: Pages of Collaborative TeacherShare Points-Share the key’s big ideas with the whole groupErkens, Cassandra, et. al. The Collaborative Teacher. Bloomington: Solution Tree, (p )
16ComparisonWith those sitting around you, discuss how your line compares with that of organizational change
17First and Second order change First order change:Small changes with “existing knowledge and skills of the staff”Small steps within existing paradigmSecond order change:BIG changes…a “dramatic departure from the expected and familiar”…“Perceived as a break from the past… may require new knowledge, new skills”Large group open share of examplesDuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, (p. 186, 215, & 218)
19PLC: Professional Learning Communities 4 Crucial Questions What do we want each student to learn, know, or be able to do?Student Learning ExpectationsWhat evidence do we have of the learning?Formative AssessmentHow will we respond when some students don’t learn?Pyramid Of InterventionHow will we respond to those who have already learned?