Albert Wicker Literacy Academy

Professional Development: Day 1

Team Building

&

School Handbook

Staff Introduction

• Your Name

• Where you are from

• Why you got into education

• Something interesting that most people do not know about you

Power-Up

• Spend 4 minutes writing about your most positive team work experience. What made it successful?

Think, Write, Round Robin

• Cooperative Learning Structure #1

• Starting with person #3 at your table, you will share your response to the Power-Up for 1 minute per person in your group. We will proceed in a clock-wise direction.

• When you hear the buzzer, switch the person who is talking!

Whole Faculty Group Norms

• We will set procedural (logistical) and behavioral (how we act) norms.

• Introduction of the parking lot and the museum

Meyers-Briggs: Personal Preferences• Pairs of Preferences

• Extraversion (E) ----- Introversion (I)

• Sensing (S) ----- iNtuition (N)

• Thinking (T) ----- Feeling (F)

• Judging (J) ----- Perceiving (P)

What is your source of energy?• Extraversion – E• Like to be around people and at the

center of attention; high energy• Enthusiastic• Talk more than listen• Talk it out; act then think• Can be easily distracted• Prefer to do a lot of things at once;

breadth of activities

What is your source of energy?• Introversion – I• Okay being alone and working behind

the scenes; quiet energy• Reserved; private• Listen more than talk• Think it out; reflective• Good powers of concentration• Prefer to focus on one thing at a time;

depth

Working in Teams

CONSIDER: As an “E” or “I”…• What do you bring to the table as part

of a work team?• What are your biggest challenges as a

team member?• How do you prefer to communicate and

be communicated with?• How could you improve communication

with the opposite preference?

How do you prefer to take in information?• Sensing – S• Focus on details; facts; data; evidence• Can get stuck on specifics or “tried and true”• Prefer practical solutions• Here and now oriented: what is• Trust experience (what worked in the past)• Like established skills• Prefer step-by-step instructions• Work at a steady pace• Perspiration

How do you prefer to take in information?• Intuition – N• Focus on big picture; patterns; figurative• Can get stuck in “Never Never Land”• Prefer ideas and innovation• Future-oriented: what could be• Trust “gut” instincts (follow hunches)• Like learning new skills• Like to figure things out for themselves; take

short cuts• Work in bursts of energy• Inspiration

Working in Teams

CONSIDER: As an “S” or “N”…• What do you bring to the table as part

of a work team?• What are your biggest challenges as a

team member?• How do you prefer to communicate and

be communicated with?• How could you improve communication

with the opposite preference?

How do you prefer to make decisions?• Thinking – T (head decisions)• Decide objectively• Appear cool, calm, firm• Convinced by rational arguments• Direct; firm• Value honesty & fairness• Take few things personally• Tend to see flaws• Motivated by achievement• One standard for all• May appear too tough minded, or insensitive

How do you prefer to make decisions?• Feeling – F (heart decisions)• Decide subjectively• Appear warm hearted & friendly• Convinced by feelings; personal values• Diplomatic; tactful• Value harmony & cooperation• Take many things personally• Tend to please others• Tend to please others• Motivated by appreciation• Look at the circumstances• May appear tenderhearted or overemotional

Working in Teams

CONSIDER: As an “T” or “F”…• What do you bring to the table as part

of a work team?• What are your biggest challenges as a

team member?• How do you prefer to communicate and

be communicated with?• How could you improve communication

with the opposite preference?

How do you approach life?

Judging - (J)• Decisions made fairly easily• Prefer closure—things settled, off the plate• Organized• Work first, play later• Serious; conventional• Pay attention to time; prompt; adhere to

deadlines/schedules• Make & stick to plans; no surprises• Adhere to rules/policies

How do you approach life?

• Perceiving – (P)• Difficulty making decisions• Prefer to keep options open; wait and see• Disorganized• Turn most work into play• Spontaneous; adaptable• Less aware of time; tend to run late; deadlines

are elastic• Don’t plan; keep things flexible, loose• Question need for rule

Working in Teams

CONSIDER: As a “J” or “P”…• What do you bring to the table as part

of a work team?• What are your biggest challenges as a

team member?• How do you prefer to communicate and

be communicated with?• How could you improve communication

with the opposite preference?

What are the implications of our different personalities on how we work together?

• Stand Up, Hand Up, Pair Up

• Cooperative Learning Strategy #2

Characteristics of an Effective Team• Unity of purpose: STUDENT

ACHIEVEMENT• Clear goals: Increasing Student

Achievement• Clear responsibilities• Reasonable Operating Procedures• Leadership Rotation• Interpersonal Relationships• Openness/Trust• Sharing Successes and Failures

FORMING: The honeymoon stage• Characteristics:• Members are polite---trying to get to know & feel

comfortable with one another; behave independently• Tasks are being defined• Lofty, conceptual discussions held as people try to

express who they are• Discussions about what information needs to be

gathered

• To address the forming stage:• Make sure purpose & task are clearly defined• Share team expectations• Allow time for members to get comfortable with one

another

STORMING: The honeymoon is OVER!• Characteristics• Team gains confidence; but conflict occurs as

members begin to show their true styles• A growing impatience/frustration will surface over

roles/goals/responsibilities, and be openly expressed• Members will get into one another’s territory, causing

irritation• General disagreement over processes, tasks, etc.

• To address the storming stage:• Don’t ignore this stage; acknowledge it with team as a

normal development step• Good time to review ground rules, revisit the purpose

and related administrative matters of the team• Recognize and deal with differences

NORMING: Charting the course• Characteristics:• Cohesion is built; team develops identity• Consensus established about rules, values, and

behaviors; conscious effort to achieve group harmony• Team will want to discuss items more; less time will be

spent on idea generation, and more on decision making

• Members will want to limit agenda items to focus on specific topics

• Conflicts are addressed and resolved.

• To address the norming stage: • TASK becomes primary – members focus on

accomplishing the team’s purpose

PERFORMING: Moving forward• Characteristics• Group has settled into a functional team• Energy is channeled towards the tasks. Members are

pro-active; may look for more to do. Most of the work gets done here.

• Loyalty to the group is established; and respect for individual dissension and disagreement is in place

• To address the performing stage:• Teams at the performing level are generally self-

regulating• Road maps, processes, decision making and other

matters of team management will be handled independently by the team

Work with your subject/area group• Set logistical and behavioral

norms using the “Team Action Plan”

Welcome Back!

• Please get a handbook and take it to your seat.

Power-Up!

• What are you most interested to know about school that you hope is covered in the handbook?

Stand Up, Hand Up, Pair Up

• Find a new partner.

• Do a Pair, Timed, Pair Share (1 minute per person) to discuss your Power-Up

Stand Up, Hand Up, Pair Up

School Handbook Scavenger Hunt: With your new partner, answer the questions on the School Handbook Scavenger Hunt hand-out.

Discipline / Behavior Management• Why is it more important to reinforce

good behavior than issue demerits for incorrect behavior?

• Why do you think that promoting respectful disagreement is essential to improving school culture?

• Why can we never, ever argue with students?

• When do you feel like you need support from the principal when it comes to misbehavior?

• Did you have any “AHA” or “YES!” moments as you read this section?

Discipline Plan

• Click here to display the discipline plan

Tracking system

• Click here to display the tracking system

Homework (Due Friday)

• Please complete the discipline scenarios. Use the discipline infraction sheet to help you.

• Answer all questions after each scenario

• Read through the handbook. Have your questions ready on Friday.

Classroom Displays

• Group brainstrom around what makes great displays, using the classroom displays check-list.

Committee Sign-Up

• Leadership Team

• Data Management/Analysis

• Positive Behavior Support

• School Improvement Team

• Building Improvement Team

Evaluations

• Please complete an evaluation of today. These are completely anonymous and help me know if this was valuable to you.