Troutman Middle
School
Iredell-Statesville
Schools
Working together
to connect the
pieces for
reaching success!
Building Strong
School Culture
Teacher Empowerment,
Student relationships,
relationships Cultural
Relevant Teaching, and
Family
y and Community
y
Partnerships!
Building Collaboration
Knowing Yourself Starts The
Path To Knowing and
Helping Others
Teams vs.
Traditional
Organization
• Team responsible for
whole process
• Administrators coach,
advise and facilitate
advise,
• Teams are accountable fo
planning, controlling, and
improving, their work
• Leadership is shared
• Information is shared
• Rewards are team based
High Performing Teams
Individual
• Independent
• Good for routine
stuff
• Members can do
work alone
Team
• Interdependent
• Shared goals
• Shared
accountability
y
• If one fails we
all fail
Content for Creating Effective Teams
•Understanding yourself
(Myers Briggs) and
understanding others
• Giving
g and receiving
g
feedback
•Listening
• Reacting constructively to
other viewpoints
• Valuing individual
differences
• Conflict managementTh
Thomas
Kilman
Kil
• Problem
Problem-solving
solving
• Decision making
Perceptions about Teams
•
•
•
•
76% say they improve employee morale
62% say they improve management morale
80% say teams increase profits or effectiveness
90% say teams improve quality of services or
products
• 85% say teams improve level of service
Myers-Briggs Psychological
Types
• It is not about skills, intelligence, abilities, or
technical expertise
• Does not tell y
you what y
you can and can’t do
• Affirms that people are a lot more than their
psychological
p
y
g
type
yp
– Environment
– Education and training
– Interest and motivation
Why
y should we care?
Staff Benefits:
• Appreciate
A
i
others
h
• Make constructive use of individual approaches
• Allow for creative problem-solving; Different
types approach problems in different, yet valid
ways
• Understand and adapt to leadership’s
management style
• Respect people’s work preferences
• Improve communication among supervisors,
• peers, employees, and customers
Why
y should we
care?
• Gain insights into
personality
• Reduce your defensiveness
when involved in a
disagreement
• Increase your openness to
feedback (clues) from what is
going on around you
• Improve your ability to see
others more accurately
• Enhance your ability to
appreciate differences in
yourself and in others
• Improve your ability to choose
realistic goals
To Take to the Office with You
• With similar types on a team:
– The team will understand each other easily and quickly
– Will reach decisions quickly, but will be more likely to
make errors due to not taking in all viewpoints
– May fail to appreciate gifts of the “outlying” types
• With a variety of types on a team:
– Longer to establish communication between the
members of the team
– Less likely to overlook possibilities and details
– Longer to reach consensus
nd
Source: From Teambuilding Program (2
CPP, Inc.
Edition), E. Hirsh, K. W. Hirsh, S. Krebs Hirsh, 2003,
Parker Team Player Survey
• The Parker Team Player Survey measures an
i di id l’ style
individual’s
l as a team player.
l
The
Th survey results
l
lead to the identification of the individual’s preference
for one of four different team player styles. The PTPS
can be
b used
d to assess current strengths
h and
d provide
d a
basis for increasing team effectiveness.
How Does Team Player
Survey Help?
• With similar types on a team:
– The team will understand each other easily and
quickly
– Will reach decisions quickly, but will be more
likely to make errors due to not taking in all
viewpoints
– May fail to appreciate gifts of the “outlying”
types
• With a variety of types on a team:
– Longer
L
tto establish
t bli h communication
i ti b
between
t
the
th
members of the team
– Less likely to overlook possibilities and details
– Longer to reach consensus
Thomas-Kilman Conflict Mode
This instrument is designed to measure a
person's behavior in conflict situations.
situations
"Conflict situations" are those in which
the concerns of two people appear to be
incompatible. In such situations, we can
g
describe an individual's behavior along
two basic dimensions: (1) assertiveness,
the extent to which the person attempts
to satisfy his own concerns, and (2)
cooperativeness, the extent to which the
person
s attempts
tt
ts to
t satisfy
s tisf th
the other
th
person's concerns.
Conflict Modes
• Competing is assertive and uncooperative—an
i di id l pursues his
individual
hi own concerns at the
h other
h person's
'
expense.
• Accommodating is unassertive and cooperative—the
complete opposite of competing.
• Avoiding is unassertive and uncooperative—the person
neither pursues his own concerns nor those of the other
individual.
• Collaborating is both assertive and cooperative—the
complete opposite of avoiding.
• Compromising is moderate in both assertiveness and
cooperativeness. The objective is to find some expedient,
mutually acceptable solution that partially satisfies both
parties.
Beliefs
• Guide the work we do
• How we see the world
• Creating new beliefs
while hard can be done,
and are a must in the
changing education
field
Breaking ThroughTransforming Urban Schools
• Consistency-one vision for all
• Quality-continually looking for ways to
improve
• Leadership at all levels (distributed)
• Transforming the school culture to support
learning
• Improving instruction
Got or need GROWTH??
• Parents account for 50%
of a child’s learning
• Chicago had 7%
participation from poor
families initially
• Going into the
community and setting
up awareness nights the
schools helped parents
gain
i knowledge
k
l d on
helping their child to read
and do math, NOW they
have 40% participation
What did Chicago teachers say
were the important issues?
• A supportive school
culture,
lt
with
ith shared
h d
beliefs about
education a trusting
education,
environment
• School leaders who
not only supported
staff but held them
accountable
• Teaching with
committed teachers
The Most Successful Programs Had:
• Collaboration
between the school,
parents, community,
and student –
relationships
• Teachers must build
a collaborative team
with struggling
students and help
th parentt
the
understand what
they can do to help
(Goldberger 2005).
EMOTIONAL
INTELLIGENCE . . .
WHAT IS IT AND WHY
SHOULD TEACHERS CARE?
Korrel Kanoy, Ph.D.
kkanoy@developmenta
lassociates.com
BECAUSE IQ ALONE
DOESN’T EXPLAIN
SUCCESS…
The
correlation (relationship)
between EI and performance in a
variety of careers, including
teaching, has ranged from .45-.60
meaning that between 1/3 and 1/2 of
success is attributable to emotional
intelligence.
MOST AND LEAST EFFECTIVE TEACHERS
MOST EFFECTIVE
Empathy
Self Actualization
Self-Actualization
Stress Tolerance
Optimism
Self-Regard
LEAST EFFECTIVE
L k d Fl
Lacked
Flexibility
ibilit
Lacked Impulse
C t l
Control
Resources for Team
Team-Building
Building
• Larry Coble, Ed.D. Piedmont Triad
Education Consortium 6000
Meadowbrook Mall Court, Suite 10 P. O.
Box 157 Clemmons, NC 27012
• Phone: 336-712-3393
• lrrycble@bellsouth.net
• Next
Next-stepssteps EIQ Dr. Korrel Kannoy 919
919452-7130
Building Relationships and Cultural
Relevancy
Our g
goal and intent
is to help teachers
and others to
successfully work
with
ith All students
st dents
in a manner that
is fair, equitable,
respectful and
rewarding.
Building Relationships and Cultural
Relevancy
• Positive Behavior
Support
Implementation
• Uniquely
U
l M
Me
Building Relationships and Cultural
Relevancy
•Teachers
T
h attending
tt di
Cultural Relevancy
T i i offered
Training
ff d by
b
District from
community
it partner!
t !
•Embedding
g
opportunities for
y
cultural relevancy
inside the school.
Building Relationships and Cultural
Relevancy key workshop points
•What is Cultural?
•Cultural
Cultural Continuum
•Resources
•White identity Model
and
dR
Race privilege
i il
•Scenarios/Role
Scenarios/Role play
Discussion
•Integrating
I t
ti Cultural
C lt
l
into
Lit
Literacy/Curriculum
/C i l
Building Relationships and Cultural
Relevancy
Identify struggling
Support
pp
learners:
Group
•Performance Data
History
•Attendance
•Discipline
/Offenses
•Other Pertinent
Information
Building Relationships and Cultural
Relevancy
•Building Mentors
within the school
•Finding mentors
o tside the school
outside
•Offering outside
contacts to parents for
support services
•Engage in
collaboration and
motivational
ti ti
l discussions
di
i
Family and Community
Partnerships
•Serve and work with
Community
Committees
•Partner with outside
agencies and
organizations to work
with students
•Building Rapport with
Parents
•Offer Focus Sessions
for Parents
Family and Community
Partnerships
•Host Parent
Nights at the school
and in the
community.
•Home Visits
•Provide
Transportation
p
to
and from school for
meetings.
Making Connections to our Work
•Leadership 360
Process
•TWCS-Teacher
W ki Conditions
Working
C diti s
Survey Data
•Teacher Evaluation
Rubric
•School Climate
S r e Data
Survey
Making Connections to Our Work
Leadership 360
Process
-#2 Instructional
Leadership a,
-#3
#3 Cultural
C lt
l Leadership
L d hi
a,b,c, and d.
-#4 Human Resource
Leaderhship a,c
-#5 Managerial
Leadership b, c
-#6 External
Development a
TWCS and Making
School
Climate
Survey Data
Connections
-Collaboration
C ll b ti
-Work with
Colleagues
-Work
W k with
ith parents
t
-Work with
Community
-School
S h l Cli
Climate
t
-School Culture
Making Connections
Teacher
Evaluation
Rubric
•Standard
Standard 1 b
•Standards 2a,
b, c, d,e
•Standards 3 c,
d
Data Points
Contact Information
•Jeff James
James, Principal Troutman Middle School
jjames@iss.k12.nc.us
•Jason Humphrey,
•J
H
h
Asst.
A t Principal
P i i l Troutman
T t
Middle School Jason_Humphrey@iss.k12.nc.us
•Marlene Bryan Smith, Instructional Facilitator,
mdsmith@iss.k12.nc.us
Troutman Middle School
305 Rumple
R m le Street
St eet
Troutman,, NC 28166
704-528-5137