Leadership Development Seminar

1. Leadership Development Seminar Building Effective Teams Dr. Steve Broome Director, HSTW

2. Objectives for the Day: • To understand how teacher teams can be used to begin and sustain continuous improvement efforts. • To establish a cycle and system of team meetings to enhance communication and to promote campus priorities. • To determine process and performance goals for one teacher team as an example.

3. Three Essential Structures • High School: • Leadership Team • Departmental Teams • Focus Teams • Leadership Team • Job Alike Teams—Departmental Team or Elementary Grade-Level • Job Unalike Teams—Focus Teams (Interdisciplinary Team of Teachers)

4. Who, what, when, where and how? Leadership team

5. Turn and Talk… How would you currently define the term “Leadership Team” for your campus? *Page 2—Activity #1

6. Purpose for Our Leadership Team Discussion Even Better Good

7. Leadership Team Fundamentals See Notes Section Pages 3-5 Source--Research Brief: What does the research tell us about Teacher Leadership?"

8. Characteristics to Promote Leadership • A school-wide focus on learning, inquiry, and reflective practice. • Encouragement for taking initiative. • An expectation of teamwork and shared responsibility, decision making, and leadership. • Teaching professionals being valued as role models. • A strong sense of community among teachers that fosters professionalism. How Many Are In Place?

9. Nurturing Leadership: • Colleagues recognize and respect teacher leaders who have subject-area and instructional expertise. • High trust and positive working relationships exist both among teacher peers and with administrators. • Teacher leadership work that is central to the teaching and learning processes (as opposed to administrative or managerial tasks) is routinely assigned. • Teacher-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities. • Interpersonal relationships between teacher leaders and the principal flourish.

10. Leadership Obstacles • Inadequate time for collaboration, learning • Cultural norms of isolation and individualism within the teaching profession • Crab-Bucket Mentality • Overly hierarchical relationships with peers • Authority instead of working collaboratively • Appointment of a teacher leader by an administrator without teacher input • Uncertainty about teacher leader versus principal domains of leadership • Inadequate communication and feedback among teacher leaders, principal, and staff

11. Who Should Be on The Leadership Team? Someone who: • Is inquisitive and is a relentless seeker of new knowledge. • Is willing to model strategies and “winning behaviors” for others. • Will be willing to take an active role in distributed leadership efforts on a campus. • Is willing to adapt. • Views change and improvement as opportunity and not the enemy. • Is reflective, innovative and well-respected practitioners from the campus. • knows how to ask the hard questions and can convey information. • will stand up for their students—Has a kid’s first view.

13. Side-by-Side Review 1. Review the Team Rubric to determine your current level 2. As a team, complete the following table: Page 6

14. Planning for Effective Teams

15. Leadership Team Organizing Structure Un-Like Un-Like Job Alike Job Alike Leadership Team Un-Like Un-Like Job Alike Job Alike Job Alike

16. 1. Leadership Team Structure • Defines who serves on the team: • Why this person is eligible to serve? • How the person is selected? • What is the term of service? • What responsibilities does the LT member have? • What obligations must be met?

17. 2. Leadership Team Systems What does a leadership team meeting “look like”?

18. Layers of Communication LEADERSHIP TEAM

19. Layers of Communication LT LEADERSHIP TEAM

20. How does the Leadership Team Work? Feedback 1st Half—Reviews Notes/Minutes from Teacher Teams and provides feedback Meeting Planning 2nd Half—Creates agendas/outcomes for Staff Meetings LEADERSHIP TEAM (Administration + Department Representatives)

21. 3. Leadership Team Processes • How will information be shared? • What data will be collected? • How will data be analyzed? • How will celebrations/best practices be shared? • How will the team communicate the need for change?

22. Process for Meetings

23. Cycle of Communication Repeat

24. Another View of the Cycle…

25. Communication Cycle (Loop)

26. What are Non-Negotiables? As a table team, you have two minutes to answer the question above.

27. What Are Non-Negotiables/ Norms? • Non-negotiables are set of rules or guidelines that a team establishes to shape the interaction of team members with each other and with employees who are external to the team. • Non-negotiables: • are used to guide team member behavior • used to assess how well team members are interacting • are established so that all meetings are productive.

28. Suggested Leadership Team Non-Negotiables • Members are not trying to collect “votes” but are working for consensus from peers • Communicate the “company line” • Disagree with the leadership team in meetings, not with others in the parking lot • Promote school priorities • Lead by example • Identify solutions when problems are brought up

29. Team Work Time You have one hour to create: • A Job Description for Leadership Team Members • The Non-Negotiables for your LT • A visual of the Communication Cycle that will be used with all staff *Divide and Conquer Pages 7-9

30. Teams Support Improvement Priorities Teams Must have focus and purpose

31. Not Death by Meeting…

32. Every Team Must Be Connected

33. Collaborative Structures LEADERSHIP TEAM (Administration + Department Representatives) • Job-Alike Teams • English • Math • Science • Social Studies • CTE • Special Education • Etc. • Job-UN-Alike Teams • Literacy • Numeracy • Graduation • Guidance • Programs of Study • Etc. Foundation

34. Collaborative Structures LEADERSHIP TEAM (Administration + Department Representatives) • Job-Alike Teams • English • Math • Science • Social Studies • CTE • Special Education • Etc. • Job-UN-Alike Teams • Literacy • Numeracy • Graduation • Guidance • Programs of Study • Etc. Foundation

35. Collaborative Structures LEADERSHIP TEAM (Administration + Department Representatives) • Job-Alike Teams • English • Math • Science • Social Studies • CTE • Special Education • Etc. • Job-UN-Alike Teams • Literacy • Numeracy • Graduation • Guidance • Programs of Study • Etc. Literacy PD Foundation

36. Why Departments… • Departmental Teams are grouped by subject area. • Departmental teams are important for continuous improvement, curriculum alignment, unit development and lesson planning. • A big focus of departmental teams should be improving the assignments students are given in each subject area. • Departmental teams ensure fidelity to standards and are a great place to start structured collaborative planning

37. What Should Grade-Level Teams Focus On? • Grade-Level Teams are more often used in elementary and middle grades. • Grade-Level Teams allow teachers to work together to design grade specific lessons. • Grade-Level Teams can be used to review individual student data (frequently) to focus intervention activities. • Grade-Level Teams can be based around interdisciplinary and thematic units; however, high schools should have a 9th grade or transition team as a special focus team centered on effective freshman transitions. • A Transition Grade-Level Team would benefit all campuses.

38. What are Focus Teams… • Teacher teams that work on a particular broad focus, challenge or problem for a set time frame. • The group is narrow enough to provide a specific focus. • The team exists to focus on a key area. • They are cross-functional and cut across multiple grades or subjects. • Some key area examples are writing, interdisciplinary, parental engagement.

39. Job-Alike—Grade Level

40. Job Un-Alike

41. Add: Meeting Times & Locations

42. The Big Questions… • Which teacher teams will you have on your campus(Departmental, Grade-Level and/or Focus)? • How will each team support a campus priority, GAPPS or the SIP? Create a visual that communicates how all Teams are connected for Continuous Improvement Efforts Page 10 + 11

43. Identifying Performance and Process Measures How do you determine if your Teams are Successful?

44. Multiple Measures Perceptions— HSTW DATA School Processes Student Achievement Effort Demographics

45. Structure for Team Success Every team must have: • A SMART Goal • A set meeting time/schedule • A process for communicating with others (agenda/minutes) • A way to collect data to determine progress (Performance and Process Measures)

46. A Quick Review--

47. SMART GOAL: • Specific • Measureable • Attainable • Realistic • Time-Bound • I will have cut abs by vacation. • We will improve literacy on campus. Is that a SMART Goal?

48. SMART GOAL: • Specific • Measureable • Attainable • Realistic • Time-Bound • I will drop three inches from my waist by September 1st. Is that a SMART Goal?

49. Design the SMART GOAL for ONE Focus Team: • Specific • Measureable • Attainable • Realistic • Time-Bound Pg. 12 Your Turn!

50. How will I determine progress? Keeping Score