Making Teams Work: Who me? AMLE Conference 2015 Columbus, OH Presentation by: Dr. Michelle Williams, Ms. Leah Kahn, and Dr. Claudia Whitley

Think-Pair-Share How would you describe the collaboration among your current team? What works? What could be better?

Phases of a Developing Team Take a moment to complete the survey about how you think your team has developed/is developing. Add up your score and then check to see where your team fits. Turn and talk to your shoulder partner about what you found out about your team through completing this activity.

Stages of Team Development 1. Forming 2. Storming 3. Norming 4. Performing

Forming Excited and confused New roles not clear Process skills ineffective Accept little responsibility for team output. Uncertain of principal’s expectation. Honeymoon period.

Forming Activities Develop a team mission, vision, and goals. Establish team’s identity - begin a notebook. Coordinate expectations and norms. Get to know each other and COMMUNICATE. Work with principal, AP, and counselor. Begin discussions about academic disciplines. Begin educating parents. Support students.

Storming Members feel better about the team. Team norms developing. Process skills ineffective. Team confidence grows. Communication improves. Members are learning to deal with conflict.

Storming Activities Monitor mission, vision and goals. Enhance identity and keep up notebook. Monitor expectations and policies. Continue to build relationships. Continue to work with administrators, counselors and parents. Continue academic discussions and COMMUNICATE. Determine professional development needs. Support students and resolve conflict.

Norming Members are committed to the success of the team and as they work together loyalty grows. Members begin to question past policies and practices. Process skills improve. Low performing members hidden. Members begin to plan, direct, and control the tasks and activities of the team and share success with other teams on campus. Minimal conflict arises as communication and interpersonal skills improve.

Norming Activities Evaluate and update mission, vision and goals. Enhance identity and continue updating notebook. Monitor expectations and policies - evaluate for possible changes. Continue to work with administrators and counselors. Continue dialogue about academics and integrate critical components into all content areas. Analyze student data to make instructional decisions and evaluate scope and sequence. Plan and implement integrated units of instruction.

Additional Norming Activities Analyze and adjust student schedules. Evaluate and enhance community connections. Attend appropriate professional development activities. Investigate study activities for entire team. Work to develop inter-team relationships. Communicate and support students. Resolve conflicts and make decisions based on consensus.

Performing Team has a high level of trust and commitment. Members do business based on student needs and the collective strengths of team members. Process skills are highly developed. All team members are leaders. Members plan, direct, and control the tasks of the team with minimal input from administrators. Team success is shared campus-wide. Interpersonal skills of members are strong. Continuous improvement and quality work - for students and team members - become strong values.

Performing Activities Evaluate and update mission, vision, and goals. Implement team activities, communicate, and maintain team identity and notebook. Implement changes in expectations and policies as needed. Nurture strong, supportive team relationships - Welcome, support and assist new team members. Utilize administrators and counselors as resources. Reorder scope and sequence of curriculum based on common topics/themes for continuity Deliberately integrate critical curriculum components into all content areas.

Additional Performing Activities Analyze student data for instructional decision-making. Expand the use of integrated instruction. Make community connections and ensure that parents are partners in the teaming process. Analyze and adjust student schedules as appropriate. Attend professional development activities to increase capacity of the team. Visit problematic students in other classes. Celebrate inter-team relationships and campus-wide successes. Support students.

Teaming Style Wishbones: Those who wish someone else would do the work Jawbones: Those who talk a great deal but do little else Knucklebones: Those who “knock” what everyone else does Backbones: Those who get down and do the work

Decision Making Processes: Authoritarian – why give opinion Minority – resentment - cliques Majority (voting) - losers Consensus – all agree or at least to live with the decision

When to use consensus Issue is important and team unity is worth the time and effort. Sense of synergy among team members is needed. Situation calls for a number of possible solutions. When the solution to a problem creates more problems. More time is needed to prevent jumping into a “quick fix.” When the decision is final

Three considerations Each must feel that he/she is heard and understood. Each must be able to “live with” the decision or solution for a designated length of time (no sabotage). Each member must commit his/her role in carrying out the decision or implementing the solution.

Important - Use “I” language Stay on-task Communicate clearly Talk tentatively “What if” Distinguish facts from opinions. Avoid defensiveness. Listen – see others’ viewpoints. Commit to a “win-win” solution. Avoid competition. Be able to say “no.” Listen to others and synthesize the areas of agreement. Be patient and do not rush into the first solution proposed. Maintain a sense of humor.

Contact information: Leah Michelle Williams Claudia Stephen F. Austin State University Department of Elementary Education