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Effectively Implementing
Teacher-Based Teams
Training Outcomes
•Participants will become familiar with the Four Stages of Group Development
•Participants will recognize the necessity of meeting structures and protocols
•Participants will understand Ohio’s 5-Step Process
•Participants will experience and practice Ohio’s 5-Step Process
3
Group Norms•Stay Focused
•Manage Electronic Devices
•Practice Timely Attendance
•Pass Notes Instead of Sidebar Talking
•Respectfully Challenge One Another
•Listen Actively
•Participate to the Fullest of Your Ability
Resource 22:
Assessing Teacher-Based Team Effectiveness Checklist
•Independently complete the checklist.
•Be honest, candid, and reflective.
•Please note grade-level team affiliation in the top right-hand corner.
• No names are necessary.
Teacher-Based TeamsSometimes referred to as…
• Professional Learning Communities (PLCs)
• Grade-Level Teams
• Content-Area Teams
• Data Teams
http://www1.teachertube.com/viewVideo.php?video_id=46926
Snowballs• From the video, choose an occurrence,
action, or event that you have personally experienced in a meeting.
• Record the experience, as well as a description of how it made you feel, on the provided sheet of paper.
• Once finished, “wad up” your “snowball” and throw it to the designated area.
• Upon request, retrieve one “snowball” and return to your seat.
• Form a triad and discuss the information found within your “snowball,” as well as strategies to deal with that behavior.
• Assign a reporter to share the main ideas of your discussion.
Tools• Note-Taking
Protocols
• Norms
• Agenda Examples
• Providing Minutes
Lawnmower ParadoxAs a generalization, pooling physical effort is easy, but pooling mental effort is hard. It is easier for ten people to collaborate on mowing a large lawn than for ten people to collaborate on designing a lawnmower. (David Perkins)
COBLABORATION“We’ve all experienced coblaboration: just think of
a meeting that seemed to last forever and accomplished nothing.” -David Perkins
Three Earmarks of Coblaboration:• A chaotic pattern of conversation that does not
advance much• Huge time wasted on minor issues
• Group Think: When people agree too easily and thoughtlessly on something
Coblaboration, The Soundtrack
Yakety Yak…The Coasters
You Talk Too Much…Run DMC
Talkin’ to Myself…Eminem
When You Say Nothing at All
…Allison Krauss
A Little Less Conversation
…Elvis Presley
What’d I Say…Ray Charles
I Will Not Go Quietly
…Don Henley
Something to Talk About
…Bonnie Raitt
Collaboration: The Soundtrack
Why TBTs?
• Teachers working together rather than in isolation improves classroom instruction. –
Reeves, 2007
• Using data across the system results in improved student learning. –Fullan, 2008
• Doing a few things well and deeply across the system results in sustainable improvement. –Patterson 2008.
The DLT, BLT, TBT Connection•Collaborative team structures that support a culture of inquiry
•Use of data and intentional decision making
•Alignment of work to the district’s goals and strategies
•Shared Leadership: supporting ongoing two-way communication and engagement
•Job embedded professional development (HQPD)
What is a TBT’s Work?
• Use data to assess student learning and to make decisions about teaching and learning;
• Organize and present data in ways that identifies gaps and trends in student performance and requires intentional decisions;
• Monitor adult indicators and student performance.
Stages of
Group Development
If work groups are going to successfully collaborate to tackle difficult issues and make systemic change, they must have:
1.a clear understanding of why collaboration is critical to the success of the district, the building, the students.
2. the capacity to analyze data and assess current effectiveness.
3. knowledge of group process skills and tools combined with the willingness and ability to use them.
Stage One Group• Assumes consensus about goal exists.• Assigns roles based on:
- external status
- first impressions• Communication tends to be centralized.• Lacks structure and organization• Cohesion and commitment based on leader
identification.• Subgroups and coalitions are rare.
Stage One Group Member
• Concerned with safety
• Concerned with acceptance and inclusion
• Fear of rejection• Communication is
tentative and polite• Seek dependable and
directive leadership
• Rarely express disagreement with goals
• Compliance is high• Rarely deviate from
emerging norms• See goals as unclear• Participation is limited• Conflict is limited
Stage One Group Leader
Seen as benevolent and competent
Seen as providing direction and safety
Rarely challenged
Stage One - Forming
Stage One - Forming
“I’m not looking for the best players, Craig. I’m looking for the right ones.”
- Herb Brooks
Silence of the Lambs
You know you’re in a Stage One group when the leader asks a question and no one responds.
Stage Two Group
• Conflicts about values emerge
• Goal and role clarification begins
• Subgroups and coalitions form as does intolerance
• Conformity decreases
• Deviation from norms increases
• Conflict management is attempted
Stage Two Group Members
• Begin to disagree about goals and tasks
• Dissatisfaction with roles may surface
• Increased feelings of safety allow dissent to occur
• May challenge the leader
• Increase participation
Stage Two Group Leader
The leader is frequently challenged
or must often arbitrate between factions. The role becomes one of
conflict resolution.
Stage Two - Storming
Stage Two - Storming
“We start becoming a team right now.”
- Herb Brooks
Wolves in Sheep’s Clothing
You know you’re in a Stage II group
when you’d rather have a root canal
than attend the next group meeting.
Stage Three Group• Increased goal clarity and consensus• Roles and tasks adjusted towards goal
achievement• The structure of communication is flexible and
content is task oriented• Pressure to conform increases again• Tolerance for coalitions and subgroups
increases• Cooperation is evident• Division of labor that facilitates productivity• Conflict becomes manageable
Stage Three Group Members
• Satisfaction increases
• Cohesion and trust increase
• Individual commitment to the group goals and task is high
• Helpful deviation is tolerated
Stage Three Group Leader
Leadership is evolving into a consultant role with most time spent facilitating rather than
directing the work.
Stage 3 - Norming
Stage Three - Norming
“Who do you play for?”
- Herb Brooks
It’s Just Part of the Job
You know you’re in a Stage III group when the member who has driven you crazy for weeks
begins to make you smile.
Stage Four Group
• Tasks are geared to group rather than individual solutions.
• Communication structure matches demand of the task. It is open – all participate and are heard.
• There is an appropriate ratio of Task to Supportive Communication.
Stage Four Group Members• Clear about group goals• Agree with group goals• Clear about their roles• Accept roles and status in group• Role assignment matches member’s ability• Group views itself as a cohesive unit• Voluntary cooperation and conformity• Energy spent on tasks not group development
Stage Four Group Leader
Leadership emerges to fit the task through delegation. “Experts” take ownership for the completion of specific projects.
Stage Four - Performing
Stage Three - Performing
“Do you believe in miracles? Yes!”
- Al Michaels
Nirvana
You know you’re in a Stage IV
Group when being on the team makes you feel
better than Prozac.
The Ohio 5-Step
Process:A Cycle of Inquiry
Keep it Simple…Follow the Basics
• Give a common assessment• Analyze results• Group and regroup students• Provide intervention/enrichment• Re-assess, evaluate
Step 1
Collect and Chart Student Data
from a Common Assessment– Curriculum-Based Measures
– Teacher-Created Assessments
– End-of-Unit Assessments
– Purchased Questions
Video ClipBackground
• Lima Independence Elementary
• 4th Grade
• Four core teachers, one special education teacher, and a building coach
• Gave common assessment in math and came prepared to share results
What do you see? Compare/Contrast to your current teacher teams
Collaborationa. What protocols/roles do they have in place to ensure their collaboration time is maximized?b. Is there a schedule for regular time to meet?
Step 1: Collect and Chart Data
a. Is there a common assessment used, Or are common learning targets being examined for achievement?
Step 2:Analyze student work specific to
the dataa. Does the team do an item analysis?b. Do they review multiple data sources?
Teacher Based Teams – Viewing Guide
Teacher-Based Team Viewing Guide
As you watch the clip, make “What Do You See” notes for the first two rows:
•Collaboration
•Step 1
Complete the “Compare/Contrast” Column
for the Collaboration and Step 1 rows
on your viewing guide.
Now It Is Your Turn to Practice the Process
• Data provided is from a 4th grade language arts end-of- unit assessment
• There are a total of 57 questions on the assessment• Criteria for Grouping
49 correct and above = Advanced (85% and >) 40-48 = Benchmarked (70%-85%) 32-39 = Targeted (55%-69%) 31 and < = Intensive
HO 5.1
Criteria for Grouping
49 correct and above = Advanced (85% and >)
40-48 = Benchmarked (70%-85%)
32-39 = Targeted (55%-69%)
31 and < = Intensive
for this simulation
Subgroups• This district has asked each building to
intentionally monitor the academic progress of their SWDs. The building does not have SWD as an AYP subgroup.
• Mark the following students as SWD on your Template:– Seale, Elijah– Pitcher, Cary– Pinkney, Domingo
Step 2
Analyze student work
specific to the data
As you watch the clip, make notes in the Step 2 Row,
“What Do You See” Column
Complete the “Compare/Contrast” Column
for the Step 2 Row
on your viewing guide.
.
Establish shared expectations for implementing specific effective
changes in the classroom.
Step 3
As you watch the clip,
use Handout 4.3
to make notes about the strategies the TBT uses.
HO 4.3
Implement changes consistently across all classrooms
Step 4
Collect, Chart and Analyze
Post-Assessment Data
Step 5
The 4th Grade Independence TBT ran their intervention/enrichment cycle and presented their pre-post assessment data at
their monthly BLT meeting.
Evaluate
Ohio 5-Step TBT Process
Inventory and Facilitation Next Steps
Ohio TBT 5-Step Process
Implementation Rubric
Resource 21
TOOLS