Session 2 - Building Effective Teams Tobin Bechtel – Leadership for school improvement – IBALevel 3 Maimi – October 2011

© International Baccalaureate Organization 2007 Best of times, worst of times  Best team you ever worked with – what made it so? Characteristics and characters…  Worst team you have ever observed or been part of? Characteristics and characters  table share Chart characteristics and roles A Good Team is / A good team is not present back one of each from each table (2 different people)  Important norm - confidentiality Page 2

© International Baccalaureate Organization 2007 A Team Situation  Cascades Situation  12 items  Step 1 – individually rank these  Step 2 – team agreement Page 3

© International Baccalaureate Organization Norms of Collaborative Work  Pausing  Paraphrasing  Probing  Putting ideas on the table  Paying attention to self and others  Presuming positive presuppositions  Pursuing a balance between advocacy and inquiry (Garmston and Wellman, 1999) Page 4

© International Baccalaureate Organization 2007 Page 5 Belbin Self Perception Inventory Positive Team Roles

© International Baccalaureate Organization 2007 Tuchman’s model – a cycle Page 6

© International Baccalaureate Organization 2007 Factors Involved in Team Building  Leadership – single most important factor in determining the quality of teamwork Balance point – too much or too little control Flexible and gradual leading to respect  Team membership – necessary capabilities mix of talents consistency synergy  Team commitment – Goals and accomplishments need to be worthwhile and personally satisfying Collective caring to help all succeed Page 7

© International Baccalaureate Organization 2007 Characteristics of high performing teams 1.Productivity 2.Empathy 3.Roles and Goals 4.Flexibility 5.Open Communication 6.Recognition and Rewards 7.Morale Page 8

© International Baccalaureate Organization 2007 Guidelines for effective teamwork  Develop a ‘Team Charter’ Purpose Scope & Expectations Report Out Implementation  Consider team size  Joint Goal and Objective Setting  Team Planning  Full Use of Resources  Periodic Group Performance Review Page 9

© International Baccalaureate Organization 2007 What collaborative tasks need teams?  Possible team arrangements Course level teams that include all teachers of that course Grade level teams that include all teachers of the grade Grade level teams that also include support or resource teachers – ESL, Learning Support, technology, etc. Department or subject level teams Vertical teams – K-2 or all French teachers Similar responsibility teams that allow for specialists to team with general ed. With whom they share students and content Interdisciplinary teams meeting overarching curricular goals Others? Differences between task forces and teams Page 10