How Many Squares Do You See? - Jefferson City Public Schools

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Increasing and Improving
Collaboration
presented to
Jefferson City Public Schools
by Rick Kreitner
How Many Squares?
• Look at the image on the screen.
• On your own, count the number of squares
you see.
• Write the number on a corner of the
handout.
How Many Squares Do You See?
How Many Squares?
At your table, compare numbers and see if
you can agree on the correct number.
How Many Squares?
Which results do you like better, yours or
your team’s?
Testing Explosion
•
•
•
•
•
•
1950’s
1960’s
1970’s
1980’s
1990’s
2000’s
College Admissions
District-wide Testing
State-wide Testing
National Testing
International Testing
NCLB Every Pupil Test
The Changing Mission of
Schools
• Old mission: To sort and rank students in
order to channel them into various
segments of our social and economic
system (thus creating winners and losers).
• New mission: To guarantee a high level of
competence for all (maximize the number
of winners).
Do our old school structures
support our new school mission?
For over 60 years we developed school
buildings, school years, school days,
instructional practices, assessment
practices, grading practices, etc., to
successfully rank and sort students. Can
those same structures support us in getting
all students to where just the top students
got in the past?
Isolation vs. Collaboration
No single educator working in isolation has
the ability, time, or resources to get all
students to achieve at high levels.
In order to have all students achieve at
higher levels, we must work together on a
regular basis in a collaborative manner.
Collaborative Teams
• When is a group a team?
• How does a group become a team?
• What does it take to develop a team?
• (turn to handouts at the back of slides)
• Read “Food for Thought” and “Groups vs.
Teams”
• At your table have a discussion about
what you have read.
Stages of Team Development
- Teams don’t just become teams because
we assign them.
- Teams develop with experience.
- There are stages all teams must work
through.
- (see handouts behind slides)
Keys to Effective Teams
1. Collaboration is embedded in routine practices
of the school.
2. Time for collaboration is built in the school day
and school calendar.
3. Teams focus on key questions.
4. Products of collaboration are made explicit.
Keys to Effective Teams (cont.)
5. Team norms guide collaboration.
6. Teams pursue specific and measurable
performance goals.
7. Teams have access to relevant information.
Dimensions of Success
• Effective teams focus across three
dimensions:
Relationship
Process
Results
Who
How
What / Why
Relationship
• Team members come from different
backgrounds with different experiences
and different personalities/styles.
• How might this effect their collaboration?
• (an activity)
Process
• Teams may choose a variety of ways in
which to conduct their meetings and their
business.
• How might these choices effect their
collaboration?
• (see handouts at end of slides)
Results
• Teams are responsible for achieving
results.
• How might the results they choose to
focus on effect their collaboration?
Focus on Results
What if a sports team …
–
–
–
–
–
–
–
hires a coach,
recruits players,
distributes a playbook,
practices,
scouts the opponent,
develops a game plan,
plays the game,
but doesn’t pay attention to
whether any of these are being done well or,
indeed, whether it won or lost the game?
Focus on Results
In order to improve, not only does a team
need to focus on its won/lost record, but it
must focus on the results of each step
taken towards attempting to improve.
Focus on Results
Why have a focus on results in a school?
A focus on results …
 is essential to organizational effectiveness.
 is essential to the effectiveness of teams.
 serves as a powerful motivator.
 is essential to continuous improvement.
Learning by Doing, Solution Tree, 2006, pg.
150
Organizational Effectiveness
• Activity-centered vs. results driven
• Without looking at results, you are only “making
lunges in the dark” at school improvement
• Focus on achieving specific, measurable goals
• Teachers in gap-closing schools use assessments
more often, use data more frequently, and work
more collaboratively to analyze and act upon the
data than teachers in those schools which are not
closing the gap.
Team Effectiveness
• Teams that focus on results are more
effective than those that center their work
on activities and tasks.
• Teams accomplish the most when they
are clear and unambiguous about what
they want to achieve, …when they create
a scoreboard.
Five-Step Data Team Process
1.
2.
3.
4.
5.
Collect and chart data
Analyze the results
Establish SMART goals
Select effective teaching strategies
Determine results indicators
Common Formative Assessments, Larry Ainsworth and
Donald Viegut, Corwin Press, 2006, pg
Powerful Motivator
• Incremental gains or “small wins” sustain
an improvement initiative.
• Providing evidence of positive results is
one of the most effective ways to win the
support of resistors.
Continuous Improvement
• NCLB requires all students learn at high
levels. Improvement is urgent and must be
on-going.
• Traditional schools – get it right once, than
just keep doing it. (continuity)
• Innovative schools – get it right, than make
it better, and better, and better.
(continuous improvement)
• Timely and frequent feedback is critical.
Focus on Results
• How sharply are you focused on results?
• What results do you want your teams to be
focused upon?
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