1. 1 Georgia’s Graduation/ Dropout Prevention Project Building Systems to Help Students with Disabilities Graduate ~ Part II

2. 2 Coaching, Teaming and Collaboration

3. 3 Have you ever been part of this team? No agenda is prepared Meeting starts late No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting

4. 4 Establishing a Foundation for Collaboration and Operation Necessary first step Without this many schools cannot sustain long-term change

5. 5 Collaboration = Effective Partnerships Embrace a true philosophy of partnership To partner implies a relationship between people in which each has equal status and a level of independence but also have implicit and formal obligations to each other

6. 6 Ingredients for Successful Teams Mutual trust and respect Shared goals and objectives Open communication Effective conflict resolution Equity of task distribution Consensus decision-making Ongoing problem-solving

7. 7 Critical Questions Critical questions that need to be addressed –Who should be included? –What guidelines will the team follow? –What contributions will each person make? –Who will perform which roles? –How do we resolve conflict?

8. 8 Anything I can do, We can do better Team contribution Individual strengths Viewing all things objectively Productivity Reliability/Accuracy Consensus

9. 9 Teaming allows you to… Look at old issues from a NEW perspective Explore the validity of “first impressions” Stimulate creativity Think outside-the-box Work “smarter not harder” Give and receive support from individuals with a common purpose

10. 10 Roles and Responsibilities

11. 11 Identify Team Member Roles Team leader - starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step Recorder - taking notes, transcribing the team’s responses on flip chart paper, transparency, etc Timekeeper- monitors the amount of time available keeps the team aware of time limits by giving “warnings” (i.e., “10 minutes left”)

12. 12 Activity 1~ Roles and Responsibilities Identify at least four additional team member roles and define their responsibilities. Think of the needs of your team. Be creative! Participants will be asked to report out. Please be prepared to share your rationale for each role identified.

13. 13 Additional Team Member Roles Data Specialist- is trained in entering and accessing data from the data system Behavior Specialist- competent with behavioral principles and assists in analyzing data Administrator- actively encourages team efforts, provides planning time, feedback, and support initiatives Communications or Public Relations Representative – acts as the point person for communication between the team and staff

14. 14 COACHES

15. 15 Coaches’ Attributes Active and involved team member Main contact person for the school-based team Have freedom to move across schools within their region Familiar with the processes, policies and procedures of their schools that may directly impact their responsibilities Attend all trainings with their respective school- based teams Facilitate teams throughout the process (i.e., meetings, activities)

16. 16 Coaches’ Monthly Responsibilities Attend and verify Team meetings Attend monthly illuminate sessions Verify that the Team has given status report to school faculty at least monthly Verify activities for action plan implemented Verify accuracy of implementation of action plan Verify effectiveness of action plan implementation assessed – evaluate and modify (if needed) Monitor data and make certain it is published at the school level and beyond if required

17. 17 Facilitating Team Meetings

18. 18 Coaches as Facilitators The coaches support their team by assisting efforts, helping to ease and smooth the implementation process. The coaches are careful not to step into the role of the team leader.

19. 19 Facilitating vs. Leading FacilitatorTeam Leader Ensures the team meets regularly Sets the dates for meetings Offers tools to assist in record keeping, team evaluations, etc… Checks accuracy of records, directs team in evaluation Ensures equal distribution of roles and responsibilities Assumes the role of leader Ensures the team is using data for decision making Refers the team to the data during team meetings

20. 20 Team Meets Frequently During initial planning, teams may need to meet more often Team should meet at least once a month to: –Analyze existing data –Problem-solve solutions to critical issues –Begin to outline actions for the development of a plan

21. 21 Enhancing Meeting Success Keep lines of communication open with school administrators Administrator identifies how to free staff time for participation on the Team Clearly schedule meeting dates and times Administrators remind staff of the significant impact and ultimate success

22. 22 Activity 2 ~ Administrator Support Securing administrator agreement for active participation and leadership in the implementation of the action plan is fundamental to its success. Administrative Support refers to initial attempts to promote awareness and support from new administrators, as well as on- going attempts to promote active participation on the team, support for the team’s plans, positive communication with the entire school, and consistency throughout the year from experienced administrators. Please list four strategies you will employ that may be helpful in securing and maintaining administrator support.

23. 23 Team Meeting Agenda/Minutes

24. 24 Action Planning & Implementation

25. 25 Critical Elements Establish a team/collaboration Faculty buy-in Identify/Establish a data-based decision-making system Implement action plan Monitor, evaluate, and modify

26. 26 Activity 3 ~ Faculty Buy-In Obtaining faculty participation is not an easy task, if only for lack of time and other priorities, however; Faculty Buy-In is vital for the successful implementation of the action plan. Faculty Buy-In refers to the level of commitment and agreement from at least eighty percent of the school’s total faculty and staff for active support and participation in the development, implementation, and on-going evolvement of the action plan. The development and implementation of effective strategies and programs that prove to be successful when seeking commitment and agreement from faculty and staff is not a simple task, but is well worth the effort and is essential to the overall success of the action plan. Please list four strategies you will employ that may be helpful in securing faculty buy-in.

27. 27 Using your Action Plan Keeps a record of what has been completed Keeps a record of what needs to be addressed Critical Elements guide your process

28. 28 Monthly Meetings Pull data and determine areas needing intervention Decide on ways to decrease problem areas Decide next steps

29. 29 Activity 4 ~ Interventions As you work with teams, you will always utilize the data to guide you in the decision making process. Please review the Strategy Attribute Worksheets. Assume that your teams’ data reflects the need to implement strategies within these 4 areas (i.e., one area for each school in your region, for up to four schools). Record on the worksheet the potential goal; identify a strategy utilizing “some effective strategies” listed; list specific actions you would take as the coach to facilitate team action and next steps; how would progress be measured, and identify possible barriers.

30. 30 Four BIG Barriers Staff Buy in Administrative Buy in Time Philosophical Differences

31. 31 Activity 5 ~ Philosophical Differences Philosophical Differences refer to differences in peoples’ beliefs and values. Differing philosophies can affect buy-in, overall support, the extent and integrity to which staff use techniques, implement interventions, and overall school climate. Therefore, it is important that philosophical differences that may exist among faculty and staff, and especially among team members be addressed. Please list four strategies you would employ to effectively identify and address and philosophical differences among school personnel [“if the need was ever presented”] and team members. List two strategies you would utilize to address the need of school personnel and two strategies for team members.

32. 32 Lessons Learned Coaches are not always and necessarily team leaders, but you do however, LEAD the way as you support your team. Coaches are facilitators and your role is multifaceted. Teaming allows everyone to work “smarter and not harder”. Administrator support is key to the success of the team and to the overall implementation of the action plan. Faculty and staff buy-in is KEY! But philosophical differences must be addressed! Data are our most power weapon and data-based decision making must be embraced by all stakeholders.

33. 33 Thank You!

34. 34 Contact Information Sandra Covington Smith, Ph.D. sandras@clemson.edu NDPC-SD Clemson University 209 Martin Street Clemson, SC 29631 Phone 864.656.1817 Fax 864.656.0136