1. The Power of Teacher Teams “When teachers, working in teams, recognize the value of teacher leadership, engage in systematic high-level instructional talk, and have the opportunity to improve practices collaboratively and in concrete forms, they develop team loyalty, trust, and new feelings of responsibility and accountability. The collective team is responsible to each other and for all the team’s students. The result is improved teaching and learning.” Source: Boles and Troen, The Power of Teacher Teams, 2011. How does this view of teacher teams compare with your own experience?

2. Best Practices in Setting Up Teacher Teams 2014-15 Office of Inter-School Collaborative Learning

3. Introduction Objective: Prepare teacher team leaders to build effective teams at their schools Objective: Prepare teacher team leaders to build effective teams at their schools Agenda: 1.Characteristics of Effective Teacher Teams 2.Team Building Tools 3.Next Steps Agenda: 1.Characteristics of Effective Teacher Teams 2.Team Building Tools 3.Next Steps

4. PART 1: CHARACTERISTICS OF EFFECTIVE TEACHER TEAMS

5. Characteristics of Effective Teacher Teams Effective teams exhibit the following five conditions: 1.Task Focus 2.Leadership 3.Collaborative Climate 4.Personal Accountability 5.Structures and Processes Source: Boles and Troen, The Power of Teacher Teams, 2011.

6. Condition #1: Task Focus Low Functioning TeamsHigh Functioning Teams  Team focuses most of its energies and attention on logistics or on a particular crisis or pressing school need  Team goals do not have student learning at their center  Team meetings are directed toward improving the planning and measuring of student progress  Teacher learning is seen as an ongoing process that directly contributes to student achievement Is the team’s task well defined, and does it focus on improving student learning?

7. Condition #2: Leadership Low Functioning TeamsHigh Functioning Teams Leadership roles are assumed reluctantly, forced upon members, or assumed by the strongest or most vocal person on the team Leadership roles are distributed so that they are available to all team members at one time or another Individual instructional expertise is valued and utilized by all team members, veteran and novice alike Does the team encourage leadership for all its members?

8. Condition #3: Collaborative Climate Is the team generating an environment where trust, communication, and common purpose are apparent? Low Functioning TeamsHigh Functioning Teams Avoiding conflicts by never confronting serious issues and achieve harmony by simply allowing only the more dominant members to have a voice in conversations Do not shy away from conflict; rather, they understand that there are benefits to be gained from conflict resolution Find ways to legitimately and strategically make critiques within the team

9. Condition #4: Personal Accountability Is there an expectation of performance improvement both for the team and the individual? Do team members fail to complete tasks or deliver unacceptable levels of quality? Low Functioning TeamsHigh Functioning Teams Expect variable quality, with some assigned tasks completed well Individuals may hold themselves accountable, but there is no process in place to hold individuals accountable for accomplishing team goals All members complete tasks effectively, the team holds each other accountable for high-quality work, and all members share responsibility for the team’s success and for the success of all its students

10. Condition #5: Structures and Processes Does the team determine how best to work together to achieve its goals? Low Functioning TeamsHigh Functioning Teams Lack or have a poorly defined plan for achieving their goals Do not use consistent protocols to reflect upon their progress  Have a process for deciding if certain tasks are best accomplished by individuals or by the group, and the team continuously adapts plans and processes to ensure that the team’s focus is on students’ learning needs

11. Characteristics of Effective Teacher Teams “While most teams are able to accomplish low-level tasks such as organizing field trips and planning bulletin board displays, they often fail to accomplish the higher-level goal of improving teaching and learning…It’s not just meeting as a team that makes the difference. Rather, it’s how the teams use the time that’s set aside to gradually and steadily improve lessons and instruction.” Source: Gallimore & Ermeling, Rating Your Teacher Team: Five Keys to Effective Teacher Learning Teams, 2010.

12. Characteristics of Effective Teacher Teams What additional suggestions do you have about building an effective team?

13. PART 2: TEAM BUILDING TOOLS

14. Condition #1: Task Focus High Functioning Teams  Team meetings are directed toward improving the planning and measuring of student progress  Team conversations are dialogues that help team members develop new understandings about teaching and learning, and teacher learning is seen as an ongoing process that directly contributes to student achievement Defining your team’s work and sharpening its focus on student learning Resources: Goal Setting Protocols National School Reform Faculty Energy for ME Team Goal Setting Worksheet Wauwatosa School District Developing SMART Goals MIT Human Resources

15. Condition #1: Task Focus C RITERIA E XPLANATION S PECIFIC A specific goal answers these questions:  Who: Who is involved?  What: What, specifically, do we want to accomplish? M EASURABLE A measurable goal establishes concrete criteria for determining progress toward the attainment of each goal you set. A TTAINABLE & A MBITIOUS An attainable and ambitious goal should be rigorous, and yet be reachable. Use small successes (short-term goals or benchmarks) along the way to make sure you are on track. R ESULTS - B ASED A results-based goal articulates how attaining this goal would have a positive impact on student academic. T IMELY A timely goal should be grounded within a time frame.

16. Condition #1: Task Focus Initial Goal: ELL students will improve in writing. Revised SMART Goal: By the winter benchmark assessment, 5 th grade ELL students will improve by at least two points on the state open- response writing rubric from their fall benchmark scores.

17. Condition #2: Leadership High Functioning Teams Potential leadership roles are distributed so that they are available to all team members in one way or another, and at one time or another Individual teacher instructional expertise is valued and utilized by all team members, veteran and novice alike Fostering leadership in all members of your team Resources: Deciding Upon/Rotating Team Roles NJ Guidance for Teacher Teams Distributive Leadership Introductory Video Reading

18. Condition #2: Leadership- Roles & Responsibilities RoleResponsibilitiesExamples of Actions FacilitatorWith input from the team, sets the agenda and prepares materials for the team meeting (Note: This can be a different member of the team at each meeting or an established position).  Collects agenda items from team members.  Runs all/part of meeting.  Circulates any pre-work/information to team members prior to the team meeting. RecorderDocuments agenda items and all agreed- upon outcomes of the meeting. The recorder asks for clarifications and summarizes the group discussion to ensure accurate reporting. Recorder shares outcomes with team members and administration.  Circulates agenda, outcomes, and next steps to team and other appropriate staff after each meeting. TimekeeperMonitors time spent on each item according to how much time the team originally allocated for it. The timekeeper signals the group shortly before the time is up to allow the group to wrap up the discussion.  Periodically alerts the group to remaining time during discussions. What other roles, if any, would you consider for your team?

19. Condition #3: Collaborative Climate Developing and maintaining an environment of trust, communication, and common purpose High Functioning Teams Do not shy away from conflict; rather, they understand that there are benefits to be gained from conflict resolution Find ways to legitimately and strategically make critiques within the team Resources: Norm Setting Protocols National School Reform Faculty Attributes of a Learning Community Attributes of a Learning Community Community Agreements Forming Ground Rules Educational Service District 113

20. Condition #3: Collaborative Climate Source: Chicago Public Schools, School Performance Management Toolkit, 2010.School Performance Management Toolkit

21. Condition #3: Collaborative Climate (Setting Norms) “Norms are set for work teams for a variety of reasons. By setting norms, members of the team feel more comfortable and therefore are willing to take more risks. Also, setting norms cuts back on unproductive behavior, such as monopolizing air time. Norms also help remind us that different people learn in different ways (e.g. some people need to think before a shared discussion). Finally, norms are helpful when new members of a team come onboard. The norms clearly outline the values of the team for the new member of the team.” Source: McDonald, The Power of Protocols, 2007.

22. Norms Agreement AgreementWe show this by: Actively engage in team discussion □ Engaging each other to interact while monitoring one’s own airtime □ Seeking first to understand before being understood □ Demonstrating respect through facial expressions, body posture and tone of voice □ Giving eye contact to the speaker (and not to grading papers or text messaging) Address conflict appropriately □ Focus disagreements/conflicts on the task or idea, not the person □ Resolving individual conflicts by going to the person involved rather than complaining to others on or outside the team Fulfill team members responsibilities □ Starting meetings on time □ Completing pre-meeting preparation (e.g. review data, obtain materials) □ Fulfilling assigned duties in a timely manner (e.g. facilitators create and distribute agendas in advance) □ Supporting teammates by offering assistance Make informed decisions □ Polling each other for understanding of issues/ideas □ Being flexible when necessary and compromise to reach agreement on next steps □ Sharing decision making credit and blame (use “we” and “us” vs. “I” and “you”) Source: Chicago Public Schools - Performance Management

23. Condition #4: Personal Accountability Keeping all members accountable to both the team and themselves for delivering high quality work High Functioning Teams All members complete tasks effectively, the team holds all members accountable for their performance, and all members share responsibility for the team’s success and for the success of all its students Resources: Fostering Teacher Team Community Development: a Review of Design Principals (2012)

24. Condition #4: Keeping Members Accountable to Your Team Goals C RITERIA E XPLANATION S PECIFIC A specific goal answers these questions:  Who: Who is involved?  What: What, specifically, do we want to accomplish? M EASURABLE A measurable goal establishes concrete criteria for determining progress toward the attainment of each goal you set. A TTAINABLE & A MBITIOUS An attainable and ambitious goal should be rigorous, and yet be reachable. Use small successes (short-term goals or benchmarks) along the way to make sure you are on track. R ESULTS - B ASED A results-based goal articulates how attaining this goal would have a positive impact on student academic. T IMELY A timely goal should be grounded within a time frame.

25. Condition #4: Accountability Tools So Far… I have:The team has: Moving Forward… I will:The team will: Continue Doing: Stop Doing: Start Doing: Reflection  Action Planning

26. Condition #5: Structures and Processes Articulating the team’s structure and processes used for accomplishing goals High Functioning Teams  Have a process for deciding if certain tasks are best accomplished by individuals or by the group, and the team continuously adapts plans and processes to ensure that the team’s focus is on students’ learning needs Resources: Protocols Save the Last Word for ME Consultancy Protocol Four “A”s Text Protocol McDonald’s “The Power of Protocols: An Educator’s Guide to Better Practice” (2007)McDonald’s “The Power of Protocols: An Educator’s Guide to Better Practice” (2007) Meeting Agenda Sample

27. Common Core Library Resources for Teacher Teams How to get to the CC Library: 1.Navigate to the DOE home page: schools.nyc.gov schools.nyc.gov 2.Scroll down the page 3.On the left side of your screen click the green button labeled “Common Core Library” How to get to the CC Library: 1.Navigate to the DOE home page: schools.nyc.gov schools.nyc.gov 2.Scroll down the page 3.On the left side of your screen click the green button labeled “Common Core Library”

28. PART 3: REFLECTION AND NEXT STEPS

29. Reflection Questions: What are your next steps for building an effective teacher team this year? Which resources are you thinking of using to help in those steps? Reflection Questions: What are your next steps for building an effective teacher team this year? Which resources are you thinking of using to help in those steps? Next Steps

30. Possible Next Steps 1.Read the article “The Five Conditions of Effective Teacher Teams” with your teamThe Five Conditions of Effective Teacher Teams 2.Complete a self-assessment 3.Identify roles and responsibilities 4.Set norms 5.Review and select protocols 6.Set goals

31. Additional Resources Title AuthorSubject Protocols for Professional Learning Easton, L.B. A set of step-by-step instructions for implementing 16 different PLC protocols that can be used to examine student work or professional practice, address problems with students or among faculty, and facilitate effective discussions. Rating Your Teacher Team: 5 Conditions for Effective Teams Boles, K.C. & Troen, V. A deep exploration of the five conditions for effective teams highlighted throughout this webinar. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators Lencioni, P.M. A guide for using tools, self and team assessments, and activities to overcome common obstacles to productive teamwork. The Practice of Authentic PLCs: A Guide to Effective Teacher Teams Venables, D. A collection of tools and guidance for navigating the complex process of establishing a PLC, targeting its goals and objectives, and coaching members through work together. Teacher Teams That Get Results Gregory, G.H. & Kuzmich, L. An exploration of strategies for developing and strengthening PLCs that build upon the learning styles of participants. Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership Bates, D. & Burgess, J. A guide for teachers who want to lead their peers, build a positive team culture, and strengthen professional practices. Transforming Professional Development into Student Results Reeves, D.B. An examination of how to create and sustain professional learning programs that lead to improved student achievement Strengthening and Enriching Your PLC: The Art of Learning Together Caine, G. & Caine, R.N. An outline of how to use Process Learning Circles to create engaging professional development Teacher Leadership Leiberman, A. & Miller, L. An exploration the changing role of the teacher and existing research on teacher leadership. Provides examples of teachers acting as leaders in various school environments. Taking Charge of Professional Development: A Practical Model for Your School Semadeni, J.H. A set of strategies for engaging teachers in developing professional development and seeking out opportunities that are most relevant to their practices Leverage Leadership: A Practical Guide to Building Exceptional Schools Bambrick- Santoyo, P. A guide through the seven principles (levers) that translate to consistent growth in schools. Includes Resources include rubrics, professional development tools, calendars, and templates.