Leading and Coaching Effective Teams Heidi Laabs Kathy Myles laabsh@wisconsinpbisnetwork.org @HeidiLaabs mylesk@wisconsinrticenter.org @Kathy_Myles

Assessment Connection The content of this session connects to NAME, item X.x NAME, items X.x, X.x, X,x

Today’s Outcomes Understand the importance of teamwork and collaboration Know the stages of team development Know the obstacles to effective teamwork and how to overcome them Consider these ideas in the context of a team that you coach/lead

Introduce yourself to someone sitting near you who will be your Conversation Partner this morning.

Acronyms in the Field RtI = Response to Intervention PBIS = Positive Behavior Intervention Supports CRP = Culturally Responsive Practices MLSS/MTSS = Multi-level (tiered) System of Support Before we delve into the specific content of our learning today, let’s have an honest conversation about a few acronyms and/or terms that can sometimes get troublesome, confusing, unfortunately sometimes very siloed; but in the best cases “integrated. Those are “RtI”, “PBIS”, “MLSS/MTSS”, “CRP”. We realize there are many more acronyms in our field of work but we need to take time quickly to parcel these out. This is what we hear from schools – terms in schools This is where schools are at currently… We are here at this training to specifically learn about ____xxx______(pick one: “PBIS Tier 1” or “Reading within the RTI MLSS framework” or “System-wide Culturally Responsive Practices” “Leadership & Coaching as related to RtI/PBIS”) but before we begin, let’s connect all the dots so we can see where this training falls within the bigger system’s picture.

Putting it All Together in Wisconsin Equitable Multi-level System of Support Systematically providing equitable services, practices, and resources to ALL students based upon their responsiveness to effective instruction and intervention. And this is the vision where we want to schools to be to reach Equitable MLSS At the RtI Center and PBIS Network, we support schools in putting all those potentially siloed and segregated efforts together – integrate the core components of these frameworks called RtI in reading and math and Positive behavior Intervention Supports with CR prioritized throughout, in effort to reach the vision we call an equitable multi level system of supports. If your building is already implementing RtI in mathematics, we encourage your system to continue to transition the core components of that implementation into other content areas such as behavior and reading. If you are already implementing PBIS we encourage the same – don’t stop there – transfer the principals of PBIS to other content areas. And for all the work you do, equity is prioritized throughout. Based on Audience Knowledge- Verbally take a minute to define equity here so everyone knows what is meant by equity. Be sure to cut and paste the most recent agreed upon definition of equity as defined by DPI and DTAN and center collaborative work. Current definition: Equity means that every student has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background and/or family income (CCSSO, 2017). Take a few minutes to table talk to unpack that and process with your own terminology. Where are you in the journey to a implementing a multi level system of support – equitable practices to all students? RtI (reading/math) + CRP + PBIS (behavior)

Equitable Multi-level System of Supports Key Features of an SYSTEMIC IMPLEMENTATION throughout the district, schools, teams, and classrooms to promote consistency and effectiveness across the system of supports; …among staff, learners, families, and communities A CONTINUUM OF SUPPORTS for learners… STRONG SHARED LEADERSHIP and POSITIVE CULTURE to provide the context necessary for schools and districts to grow and sustain implementation EQUITY is at the center of the framework and is embedded into all other key features. We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools. We believe in the STRATEGIC USE OF DATA for CONTINUOUS IMPROVEMENT Equitable Multi-level System of Supports COLLABORATION to make the complex work of system change possible…. Through HIGH QUALITY INSTRUCTION, academic, behavioral, social, and emotional teaching and are supports are delivered. Use of EVIDENCE-BASED PRACTICES to ensure that school and district efforts positively impact learner outcomes …starting with a strong UNIVERSAL LEVEL OF SUPPORT as the base; Wisconsin uses this graphic to represent the systems view of a equitable responsive multi-level system of supports (click for animation) and these are the key system level features of a school fully implementing a responsive framework in any and each content area. We believe that they must be in place for all content areas within your system in order to be acting as a MLSS. The center supports school in measuring these components in reading, mathematics and behavior. An equitable multi-level systems of supports include the following key system features: · Equity is at the center of the framework and embedded into all other key system features to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools; · Academic, behavioral, social, and emotional teaching and supports delivered through high quality instruction; · The strategic use of data for continuous improvement; · Collaboration among staff, learners, families, and communities to make the complex work of system change possible. · A continuum of supports for learners, starting with a strong universal level of support as the base; · Systemic implementation throughout the district, schools, teams, and classrooms to promote consistency and effectiveness across the system of supports; · Strong shared leadership and positive culture to provide the context necessary for schools and districts to grow and sustain implementation; and · Use of evidence-based practices to ensure that school and district efforts positively impact learner outcomes These key system features inform and impact each other. Therefore, the success of the framework depends on a school’s or district’s capacity to simultaneously develop key system features. Success and durability of an equitable multi-level system of supports depends on coherent implementation across the system: from the state, to the district, to the school, to grade and content teams, to the classroom. This training today fits within this larger comprehensive equitable MLSS and is tied to the work of key system features. All of these key features inform and impact each other.

Collaboration occurs in TEAMS! But by TEAMS, we are do not mean groups that meet in traditional grade level, department or faculty meetings.

RtI Leadership Structures, Processes and Products District RtI/PBIS Leadership Team School RtI/PBIS Leadership Team Grade Level/ Course Team Classroom District RtI/PBIS Vision School RtI/PBIS Vision Grade Level/ Course RtI/PBIS Vision Classroom RtI/PBIS Vision District RtI Non- Negotiables School RtI Non- Negotiables Grade Level/ Course Non-Negotiables Classroom Non- Negotiables District RtI Goals/ Action Plan School RtI Goals/Action Plan Grade Level/ Course Goals/Action Plan Classroom Goals/Action Plan For full, optimal implementation of RtI/PBIS, leadership, vision, non-negotiables and goals and action plans must be in place at the district, school, team and classroom levels. Leadership must be shared by administrators and teacher leaders, student services and C&I, support staff, and parents. Vision drives non-negotiables, goals and action plans. Alignment is both vertical and horizontal.

Why Teams? Effective teamwork yields higher results than individual efforts Collaboration sustains adaptive change Collaborative cultures lead to higher student achievement Members of successful teams become members and leaders elsewhere in the system Builds a sense of belonging and connection

Visible Learning Based on his synthesis of over 800 meta-analyses of research, John Hattie asserts that “Teachers must work collaboratively rather than in isolation…”

Key Ideas about Teams “A team is a relatively small number of people that share common goals as well as the rewards and responsibilities for achieving them.” (Lencioni, 2005) “Expert groups are made, not born. “ (Garmston, 2012) “All groups work at less than full potential.” (Garmston, 2012) “Each group is unique.” (Garmston, 2012) “…no quality or characteristic is more important than trust.” (Lencioni, 2005)

What is your Leadership Team structure like at the district and school levels? What, if anything would you change to make it even better than it already is?

Choose a team with which you are currently working as your point of reference for the learning conversations ahead…

Stages of Team Development

Forming Feelings/Thoughts – Excitement, anticipation; suspicion, fear; Tentative attachment to team; wondering Behaviors – Polite; guarded; attempts; difficulty identifying relevant problems; complaints; impatience Needs – Mission, vision, purpose; membership; goals/objectives; define roles, responsibilities, expectations; norms/guidelines Leadership – Mentoring; directing; telling; guiding; establishing; high task-low relationship; one way communication

Storming Feelings/thoughts – Resistance; fluctuating attitudes; risks/benefits; do I agree with team purpose; Behaviors – Arguing; defensiveness; competition; power struggles; polarization; lack of progress; unrealistic goals; loss of interest; opting out; norm violations Needs – Interpersonal relationships; trust; listening; conflict resolution; understand style differences; leadership clarification Leadership – Coaching; guidance; persuading; explaining; high directing/supporting; high task/relationship; leader consults but decides

Norming Feelings – Belonging; personal accomplishment; free expression; trust; constructive criticism & conflict; relief Behaviors – Established procedures; open communication; effective conflict resolution; participation; shared decisions; progress; routines; unified mission & purpose; keep norms; balance of power; team identity Needs – Problem solving; decision making; leadership skills Leadership – Coaching; supporting; encouraging; listening; collaborating; high relationship; shared decision making; discussion

Performing Feelings – High commitment; trust; friendships; fun & excitement; high personal development and creativity; team inspires individual; understand others’ styles Behaviors – Self-change; flexibility; risk taking; mutual support; enthusiasm; pride; satisfaction; shared , consensus decision making; flow; goal attainment Needs – Coaching (transformational); measuring performance; sustainability Leadership – PLC/Peer coaching; delegation; observing, monitoring; fulfilling; non-directive; leader sets goals with team, team accomplishes them

Job-Alike Conversation What “squares” with your thinking? What’s “going around” in your head? What can you “point to” in your experience that illustrates these ideas?

The Five Dysfunctions of a Team Patrick Lencioni The Five Dysfunctions of a Team INATTENTION TO RESULTS AVOIDANCE OF ACCOUNTABILITY LACK OF COMMITMENT FEAR OF CONFLICT ABSENCE OF TRUST

Absence of Trust Trust is the foundation of teamwork On a team, trust is all about vulnerability, which is difficult for most people Building trust takes time, but the process can be greatly accelerated. Like a good marriage, trust on a team is never complete; it must be maintained over time.

Members of Teams that Lack Trust… Conceal their weaknesses and mistakes Don’t ask for help or give constructive feedback Hesitate to offer help outside their own responsibilities Jump to conclusions about others’ intentions Fail to recognize other’ skills and abilities Waste time and energy managing behaviors Hold grudges Dread and avoid meetings

Members of Trusting Teams… Admit weaknesses and mistakes Ask for help Offer and accept apologies Offer feedback and assistance Give others the benefit of the doubt Accept questions and input about their work Focus time and energy on important issues Look forward to meetings and working together

Overcoming Lack of Trust Benevolence and competence Honesty, reliability, vulnerability Team development activities Style/personality inventories Team Effectiveness assessments

Personal Histories (Lencioni, 2002) Job-Alikes; no more than 5-6 per group Where did you grow up? How many siblings do you have and where do you fall in that order? What was the most difficult challenge of your childhood? (Not inner childhood, just normal challenges of being a kid) When everyone has spoken, talk about what you learned about one another that you didn’t know before.

“By going through the Personal Histories activity, team members come to understand one another at a more fundamental level; they learn how they became the people they are today. As a result, there is a far greater likelihood that empathy and understanding will trump judgement and accusation when it comes to interpreting questionable behavior.” Patrick Lencioni

The Five Dysfunctions of a Team Patrick Lencioni The Five Dysfunctions of a Team INATTENTION TO RESULTS AVOIDANCE OF ACCOUNTABILITY LACK OF COMMITMENT FEAR OF CONFLICT ABSENCE OF TRUST

Fear of Conflict Conflict is inevitable . Conflict on a team is good. “Good” conflict requires trust Even on the best teams, conflict at times will be uncomfortable Norms for conflict must be articulated and discussed Keep conflict about ideas as much as possible, not about people

Teams that Fear Conflict… Have boring meetings Back-room politics and backstabbing are common Ignore controversies that are critical for team success Fail to tap opinions and perspectives of all members Waste time and energy on posturing and avoiding interpersonal risks

Teams that Engage in Conflict… Have lively, interesting meetings Seek ideas of all team members Solve real problems quickly Minimize politics Put critical topics on the table

Overcoming Fear of Conflict Establish workable trust “Mine “ conflicts using coaching questions Give real-time permission Refer to results of style/personality inventories Conflict resolution inventories and trainings Leaders model appropriate conflict behaviors

So far, what makes sense in light of your experience with your team?

The Five Dysfunctions of a Team Patrick Lencioni The Five Dysfunctions of a Team INATTENTION TO RESULTS AVOIDANCE OF ACCOUNTABILITY LACK OF COMMITMENT FEAR OF CONFLICT ABSENCE OF TRUST

Lack of Commitment Buy-in Clarity Consensus Certainty

Teams that Lack Commitment… Are ambiguous about direction and priorities Miss windows of opportunity due to excessive analysis Lack confidence and fear failure Repeatedly revisit discussions and decisions Encourage and engage in second-guessing

Committed Teams … Are clear on direction and priority Align around common objectives Learn from mistakes Seize opportunities before others do Move forward without hesitation Change direction without guilt

Overcoming Lack of Commitment Build trust Engage in productive conflict Write it down Cascading messaging Set deadlines for decisions Consider contingencies and worst-case scenarios Low-risk decisions first

The Five Dysfunctions of a Team Patrick Lencioni The Five Dysfunctions of a Team INATTENTION TO RESULTS AVOIDANCE OF ACCOUNTABILITY LACK OF COMMITMENT FEAR OF CONFLICT ABSENCE OF TRUST

Avoidance of Accountability Accountability on a strong team occurs among peers Peer pressure For a culture of accountability to thrive, leaders must be willing to confront difficult issues Use a team scoreboard or process check to hold one another accountable during meetings

Teams that Avoid Accountability… Resent others who don’t meet performance standards Encourage mediocrity Miss deadlines Burden the leader with accountability and discipline

Teams that Accept Accountability… Pressure poor performers to improve Question one another’s approaches Hold one another to high standards Don’t need bureaucracy to manage performance

Inattention to Results The true measure of a great team is that it achieves the results it set out to accomplish Team members must prioritize the results of the team over their own individual or department results To stay focused, teams must publicly clarify their desired results and keep them visible Create and use a Team Scoreboard – your team’s goals and objectives

What are your thoughts about the obstacles facing your team? What’s your biggest challenge? What’s are some things that you will try to overcome it?

Questions??? Comments???

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