2. Leading and Coaching Effective Teams
Heidi Laabs
Kathy Myles
@HeidiLaabs
@Kathy_Myles

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

4. 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

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

6. 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.

7. 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)

8. 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.

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

10. 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.

11. 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

12. 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…”

13. 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)

14. 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?

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

16. Stages of Team Development

17. 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

18. 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

19. 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

20. 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

22. 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?

23. 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

24. 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.

25. 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

26. 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

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

28. 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.

29. “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

30. 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

31. 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

32. 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

33. 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

34. 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

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

36. 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

37. Lack of Commitment
Buy-in
Clarity
Consensus
Certainty

38. 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

39. 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

40. 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

41. 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

42. 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

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

44. 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

45. 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

46. 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?

47. Questions???
Comments???

48. esession.questionpro.com