The Importance of Teams How to Create Effective Teams and Develop Team Norms

Definition of Team “A group of people working interdependently to achieve a common goal for which members are held mutually accountable” (Learning by Doing, 2006)

A Collaborative Team “Collaboration in a PLC is a systematic process in which educators work together interdependently to analyze and to impact their professional practice in order to achieve better results for their students, their team, and their school” (Learning by Doing, 2006)

Effective Teams Members of the team have trust in each other Recognize strengths and learn from one another Recognize weaknesses, mistakes and the need for help

High-Performing Teams Are characterized by: Perspective taking: can see another’s point of view Interpersonal understanding: spoken and unspoken feelings and concerns Willingness to confront: done in a caring way to build consensus Caring orientation: based on mutual respect and validation Team self-evaluation: its effectiveness Seeking feedback: to improve continuously

High-Performing Teams Are characterized by: Positive environment: in its behaviour, focus and outcomes Proactive problem-solving: resolve issues that impedes progress towards goals Organizational awareness: understand contribution to larger organization Building external relationships: with others who can support them in achieving their goals (DuFour, et al., 2006)

Dysfunctions of a team Inability to establish trust Do not have honest dialogue about disagreements Cannot make commitments to each other Do not hold one another accountable Do not focus on results

Team Norms 1. Pausing 2. Paraphrasing 3. Probing for specificity 4. Putting ideas on the table 5. Paying attention to self and others 6. Presuming positive intentions 7. Pursuing a balance between advocacy and inquiry

Other Guidelines Teams should develop their own norms Norms should be written down to be explicit to the team, and written as commitments rather than beliefs Norms should be reviewed by the team at the beginning and end of each meeting Teams should formally evaluate their effectiveness at least twice a year

Healthy Cultural Norms Saphier & King in R. Barth’s The Culture Builder Collegiality Experimentation High expectations Trust and confidence Tangible support Appreciation & recognition Caring celebration and humor Involvement in decision making Protection of what’s important Traditions Honest & open communication

Guidelines for Weekly Professional Conversations Make meetings voluntary and invitational Survey the staff for interests Begin on time Post an agenda Take minutes and distribute them to the entire staff Read and discuss professional articles and books Have a specific curricular focus Encourage a knowledgeable teacher or teacher team to facilitate Request that the principal attend as a learner and equal group member Allow time for sharing ideas (Routman, 2002)

References Routman, R. (2002). Teacher talk. Educational Leadership, 59 (6), Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by doing. Bloomington, ID: Solution Tree.