Transcript Big Idea and Characteristic #2: Collaborative Teams Collaborative Teams People….. Process…… Tasks “

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.
DuFour, Eaker, & DuFour
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 DuFour
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
Meeting Agenda for ________________________________________
Meeting Date: _____________Time:__________Place: __________________
Meeting Facilitator: _________________________________________
Meeting Participants
Meeting Tasks
Time
Objective
5 minutes
Meet, greet, review norms and
previous meeting minutes.
Task 1
Task 2
Task 3
5 minutes
Closure, determine resource needs for
next time and assign follow-up tasks
Results/Follow-up
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?
Creating Common Assessments
Examining student work
Developing SMART Goals
Aligning Curriculum, Instruction
and Assessment
Enhancing School Climate
Defining Grading Practices
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
• Fairness
• Effective
Monitoring
• Informed practice
• Assessment literacy
• Raised
expectations
• Team capacity
• Collective Response
Modified from R. DuFour keynote address at
PLC Institutes
Utilize your common
assessment data to
guide your targeted
student interventions
Classroom Performance Summary Report
Science7 - Genetics Unit Test B
Classroom Proficiency
Far Below Below
Basic
Basic
0.00%
0.00%
Basic
Proficient
Advanced
6.67%
13.33%
80.00%
Classroom Performance Summary Report
Science7 - 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
Science7 - 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%
100%
100%
100%
100%
Student 2
29
96.67%
100%
67%
100%
100%
100%
Student 3
13
43.33%
33%
0%
100%
100%
100%
Student 4
30
100%
100%
100%
100%
100%
100%
Student 5
19
63.33%
33%
33%
100%
100%
100%
Student 6
30
100%
100%
100%
100%
100%
100%
Student 7
27
90%
100%
100%
100%
100%
100%
Student 8
28
93.33%
67%
67%
100%
100%
100%
Student 9
25
83.33%
67%
100%
100%
100%
100%
Student 10
25
83.33%
100%
33%
100%
100%
100%
Student 11
30
100%
100%
100%
100%
100%
100%
Student 12
30
100%
100%
100%
100%
100%
100%
Student 13
25
83.33%
33%
67%
100%
100%
100%
Student 14
30
100%
100%
100%
100%
100%
100%
Student 15
30
100%
100%
100%
100%
100%
100%
87.33%
82%
78%
100%
97%
100%
Averages:
26.2
Classroom Performance Summary Report
Science7 - Genetics Unit Test B
Teacher
A
Teacher
B
Teacher
C
Teacher Teacher
D
E
LS2.d
82%
89%
90%
90%
79%
86%
LS2.c
100%
75%
80%
82%
71%
82%
LS2.a
100%
100%
100%
100%
73%
95%
LS2.b
97%
93%
96%
100%
82%
94%
LS2.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
about the kids 5.Commitment to
Continuous
who aren’t
Improvement
learning.
-- Rick DuFour
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
SMART Goal (Specific, measurable. Attainable, results oriented, and timebound):
Team: Second Grade Team
Focus Area: Oral Reading Fluency
Date: Sept 26, 2006
SMART Goal: 22/47 students who scored at the At Risk and Some Risk categories on the initial DIBELS assessment, will
move up one level by May of 2007.
Action Steps
(What will be done?)
Designation
Timeframe
Results
(Who will do it?)
(When will it be done?)
(The Evidence)
Teachers will use Readers’ Theater
instructional strategies to work on ORF
Jill, Amy
Sept 2006
Lesson objectives
Teachers will use Poetry as an instructional
tool to address ORF
All Teachers
Oct 2006
Lesson Objectives
Using in-class Fluency Center, students
make their own graphs to plot progress in
ORF
All teachers
Oct 2006
Lesson objectives, center
materials, data charts
Teachers will use the Learning Lab to focus
on ORF
Kim, All teachers
Sept 2006
Class roster, specific
ORF materials
Teachers will use Leveled Readers in center
work to focus on ORF.
All Teachers
Sept 2006
Lesson objectives for
groups
Teachers will use Accelerated Reader time
to pull students to work on ORF
All Teachers
Oct 2006
Lesson objectives
Teachers will develop materials and a
Homework connection plan for parents to be
involved in fluency activities
All Teachers
Oct 2006
Homework plan, ORF
materials for parents
SMART Goal (Specific, measurable. Attainable, results oriented, and timebound):
Team: High School English Department
Focus Area: D and F List
Date: Sept 28. 2006
SMART Goal: By the end of the term, the number of students currently earning a grade of D or F will decrease by 50% in
the content area.
Action Steps
Designation
Timeframe
Results
(What will be done?)
Gather and analyze fresh data, determine
factors for failing grades
(Who will do it?)
Content Area
Teaches
(When will it be done?)
(The Evidence)
Oct 4
Grade distribution sheets,
team agenda, team log
Make contact with parents, students and
AUT teacher
Content teachers,
counselors, AUT
teachers
Oct 6
Conduct progress monitoring with class and
AUT teacher
Content teachers and Every week
AUT teacher
Contact/homework log
Direct students to additional intervention
program with staff
Content teachers
As needed
Grade book
Continue Progress Monitoring and reteaching efforts through tutoring program
Content teachers
Every week
Contact/homework log
Emails, mailings, program
roster
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