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