Virtual PLUS+ Teaching, Learning + Leadership Team

www.acps.k12.va.us

Enhanced Continuity of Learning Plan 5.0: Virtual PLUS+ Teaching, Learning +

Leadership Team

Monday, October 12, 2020

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www.acps.k12.va.us 2

Check-InWelcome to our first TLL Advisory Representatives meeting! Let’s get to know our community.

Post: ● Your name + role● A selfie or photo of you● Complete the sentence:

“Something important to me is…”

See the posts from the Virtual Plus+ Leads for inspiration!

https://padlet.com/cristina59/g7axd2j91rmiiles

https://padlet.com/cristina59/g7axd2j91rmiiles


Example: MS - Cristina Example:

ES - Katie

Before We Dive In, Let’s Rename Ourselves On Zoom

Please add ES, MS, HS + your name, depending on your role.


The purpose of our meeting is to provide updates on the current state of planning our transition to in-person learning and to provide a space for elementary and secondary teachers to share feedback, questions, and ideas.

Overview of Our Time Together

10:00-10:15 Welcome, Overview + Check-In

10:15-10:30 Updates from Dr. Hart

10:30-10:50 Breakouts

10:50-11:00 Thank You: Closing + Next Steps

Welcome + Overview

www.acps.k12.va.us

Key Roles + Responsibilities● If you choose to represent your grade

level-content on the Virtual PLUS+ Instruction Team, meet bi-weekly on Mondays for one hour to collectively problem-solve and establish solutions to overcome our students' barriers to learning in a virtual environment.

● All: Attend bi-weekly School Experience Conversations to monitor progress, identify opportunities, share challenges and concerns, and provide possible solutions.

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Virtual PLUS+ Learning Advisory Team, Virtual

PLUS+ Instruction + Virtual PLUS+ Partners

Allows for ongoing engagement of building-level

staff and community partnerships, and for progress

monitoring the impact of latest division-level decisions.

What is the Advisory Team Responsible For?


Facilities and Operations UpdateOperational

Guide○ Facilities and Operations is finalizing a comprehensive guide of protocols to illustrate how

our department will pivot for return. ○ Guide will include operational plans for cleaning and disinfecting spaces, PPE provisions,

transportation planning, meal service, and security support in enforcing safety guidelines

HVAC Assessments

○ The Office of Maintenance and Custodial Services, along with HVAC contractor, are inspecting HVAC systems

○ Filters are being changed as part of inspections ○ Procuring small stock of air purifiers available for use, as needed

Social Distancing in Schools

○ The next few slides provide an example of social distancing upon return○ Each classroom space is configured differently; will have to be taken into account when

arranging for social distancing compliance


Facilities Analysis

● Using the 6 foot social distancing standard, we were able to fit 5 student desks in the space.

● Please note that 1 additional desk could have been included in this set up if all excess furniture from the room had been removed.

1st Grade Classroom at Samuel Tucker Elementary


View of same classroom from the doorway.

● The tape along the front of the room denotes where the teacher could stand if he/she/they was in front of the classroom while teaching.

● In this example, the teacher would have to stand behind the tape in order to maintain a 6 foot distance from the front row of students.

1st Grade Classroom at Samuel Tucker Elementary


1st Grade Classroom at Samuel Tucker Elementary View of the classroom from the

student perspective.

● Please note the circulation space provided to each student utilizing 6 feet of social distancing.

Example of a student desk sneeze guard.

● The guard is actually clear; the blue is a protective film that displays better for this optic.

● The sneeze guard affixes to the desk.


Social Distancing Markers● Example of social distancing markers

that can be used in hallways/other areas throughout school.

● A communication campaign of common symbols used to indicate social distancing, hand washing/hygiene and face coverings would be beneficial prior to a return to school so all would be familiar with the symbols used and their meaning.

www.acps.k12.va.us

Social Distancing Markers

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Example of hallway social distancing.

● One direction on each side, with no one walking down the center of the hallway.

● Social Distancing markers and directional arrows can be used as visual indicators of where to stand and which direction to walk.


● Stairwells should be designated as one-directional when students are arriving and departing for the day.

● Green cones can be used on the landing to indicate the direction in which the stairs are to be used

(i.e. green cones at the bottom of a stairwell to indicate the direction as up; red cones at the top of that same stairwell to indicate that you should not use to travel down at that time).

Social Distancing Markers


Breakouts

10 mins

Goal: Get a clear picture of what Virtual PLUS+ Learning looks like, what questions are coming up, and identify challenges to solve for.

In your breakout, a Virtual PLUS+ Learning Lead will take notes on the following topics:

○ Breakouts during class

○ Recording lessons

○ Mondays (planning, meetings, asynchronous)

○ Technology

○ What does success look like to you right now?

○ What questions haven’t we asked yet?


Instruction + SchedulingThe biggest challenge reported across all stakeholders was the amount of screen time.

Lower grade-levels across all stakeholder groups showed higher rates of reporting

“too much” synchronous instruction.


Finalize Grade Level / Content

Representative

Materials: See Slide

Notes from Breakout Groups

10 mins

Notes from all breakout groups can be found here.

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https://docs.google.com/document/d/187b_odDImc-LqGIbbnDhQnKsUeoMbwvO304ysb14nLg/edit#

https://docs.google.com/document/d/187b_odDImc-LqGIbbnDhQnKsUeoMbwvO304ysb14nLg/edit#



Representative


ES 1: [insert names]

10 mins

Topic What it looks like right now? What support could look like (resources, training, information, etc.)?

● Breakouts ● Confusion regarding how breakout rooms can be used. What is the policy?

● Different schools doing different things.● All schools using breakout rooms but were given a

time limit. ● Individual breakout rooms for each student. In a

breakout room for asynchronous work. ● Using for both small group instruction and

individual work.● Teacher discretion at some schools if students can

handle a breakout room without an adult. ● Teachers don’t know all the Breakout features

● Additional training● Official policy

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Representative


ES 1: [insert names]

10 mins

Topic What it looks like right now? What support could look like (resources, training, information,

etc.)?

● Mondays ● PLCS● Staff meetings● Trainings● Other required meetings● Teachers struggling to find time to plan without

this day.● Teachers overwhelmed

● Clarification on what Monday should look like at EACH building.

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Representative


ES 2: Meagan, Ruth, Liz, Stacey, Shanice, Alicia, Tag Jul

10 mins

Topic What it looks like right now? Support

Breakout Rooms ● 4th and 5th grade TAG. School has policy can’t do without an adult. Impossible because I don’t have an adult.● Message not uniform across division. We were told ok, do it several times a day● Mason and another school (missed name) not allowed. In K are able because we have a para, but upper grades are missing out on small group time which is really important for all students and ELs.● Preschool accomplishing it by dividing in thirds. Working well but have additional adults to manage.● I use my personal and work computer so can have two, but we are not allowed without teacher● 2nd and 3rd grade students have difficulty pushing button. Just updated zoom though and now can push one button - easier now.● Trainings - why aren’t we teaching parents ahead of time when they get the technology devices. Parents could be taught when they get devices how apps work on them.

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Transition to school.

● Has half day been considered?● Why are we talking about it so much when we could invest time into teaching virtual learning.? From financial standpoint since it’s said how expensive it is the money could be better spent investing into virtual● Concern: the restrictions and expectations to ensure safety for all negatively impact the amount of instructional time we can give students. The feasibility of going back- by the time you do double runs of buses and

get them started huge loss of time isntructionally that you are with kids. Maybe invest more time and money in current situation.● Dr. Hutchings alluded we are at mercy of community. Are school and city officials getting together? Adults want kids out of house could there be other ways to support and we could continue educating virtual?● The survey showed those who want their kids returning is the white community. Not the Latino and other communities. The people complaining loudest.● Preschool- we have had amazingly good participation virtually by parents and kids. Parents are pleased and making most of it. For teachers is it being considered face to face with young learners is very hands on the

little ones will not remember to follow protocol. We are not hearing the plan to keep staff safe.● Seems like the parents complaining about virtual is unable to make a setting at home. Wonder if we can make situation better at home.● Our SST team made video on how to make a good learning space.●

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Mondays ● Monday are crazy. I have meetings 8-3. When are we getting time to plan? We haven’t had time to plan

● I’m a specialist and never get to meet with certain teams. Expectation is you can do it after work but I have a family at home● We don’t get to meet as a team until after 4 pm because of all the meetings being held.● Monday fatigue. Like today. PD all day and we don’t have time to plan all day● Principal: We asked for this to be a half day and did not get it● Assessment - I need Mondays to watch the hundreds

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Representative


MS: [ Dani, Melanie, Jobelle, Diane, Dominique, Juliana, Peters]

10 mins


Technology Staff and Students ● Challenges with students submitting work through Canvas. Teachers are reviewing the process with students to help navigate submissions

● Contacts with parents have not been updated. Difficult to reach parents with current information on file.● Student access to internet remains an issue. IT support to access internet● Competing demands for bandwidth with considering the demand for multiple family members ● Having students understand how multiple tabs impact their access● Students are challenged with independently navigating the process of accessing documents. Teachers are spending an inordinate

amount of time helping students. Students are struggling when they can’t navigate various technology interfaces● Getting the headphones out has been an important success to assist students with focus/ blocking out distractions during learning

● Updating family information●

Breakout ● Breakouts are great for office hours,small groups and reteaching● Breakouts is not enough time to help all students● Hard to conduct breakout groups during live teaching. The impact on loss of confidence with students experiencing challenges becomes

a barrier.● But a continuing problem for students who have not had experience navigating technology or using the computer now that they must

rely on technology for learning● Teacher planning time has been impacted (lengthened) as we attempt address individual student needs. Nearpod has been a benefit but

has also created challenges to meet the needs that become evident.

● Having the opportunity to provide a

Mondays ● Students are not typically completing work. Because we are in meetings all day, we do not have adequate time to connect with students directly to address issues

●

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Representative


HS: [iL.M., Joe C., Betsy L., Julia B.,, GibbonsTerri M.,]

10 mins


Breakrooms ● Its been a challenge making sure students are staying focused and engaged.

● Put more vocal students in each group● The groups are hit or miss● Sat. the breakout rooms help get more engagement used

for community builders

● Zoom functionality could we have window into the rooms

● Student input into what they want to do in a breakroom, student insight

Co-teachers to be in rooms separately (two host)

Recording lessons

● Message seemed to not record lessons ●

Mondays ● Very busy, every meeting is on a Monday, at least half the day is gone

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● More time for planning● One Monday, no meetings unless SPED/504● Other times for meetings and planning times

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Advisory Team Next Steps

School-Based Conversation #3Monday, October 19th!

Join School-Based Conversation - All schools set time aside to engage with

staff to collect feedback and trends around Virtual PLUS+ and Capture

notes to share with Advisory Team.

Grade/Content Area Reps Next Steps

Virtual PLUS+ Learning Meeting #2Monday, October 26th!

Join Instruction Meeting #2 and prepare to share trends from School

Experiences Conversations to incorporate into instructional design

and participate in session with Project Leads.

Closing + Next Steps


Key Messages + Our Assumptions● We are guided by public health

experts (CDC + AHD)

● We base all of our decisions on conditions every nine (9) weeks

● We are enhancing our virtual instruction model

● We plan to phase most vulnerable students beginning in the second nine weeks (November 5, 2020)

Guiding Principles from 4.0… into 5.0


Website + CommunicationsThe process and minutes from each ACPS advisory team meeting are added to this page

Updates are shared with the community and staff via newsletters, linked here

https://www.acps.k12.va.us/Page/3414

https://www.acps.k12.va.us/Page/3314


MON TUES WED THURS FRI21

Virtual PLUS+ Learning Advisory Team Kick-Off10:00-11:30(NH/NW/SR)

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Virtual PLUS+ Partners Project Lead Check-In*(NH/NW)

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School Transition Team through Principal Mtg10:30-11:30 (CS/SR)

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Division Transition Team - SLT9:00-11:00 (NH/NW/SR)EE joins for 90 mins

Virtual PLUS+ Learning 1:00-2:00 Project Leads Check-In*(CS)

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Virtual PLUS+ Learning Advisory Team Meeting #210:00-11:00 (CS/SR)

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Virtual PLUS+ Partners Project Lead Check-In* (NH/NW)

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School Transition Team through Principal Mtg10:30-11:30 (CS/NW/SR)

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Division Transition Team - SLT9:00-10:30 (NH/NW/SR)EE joins for 90 mins

Virtual PLUS+ Learning Project Leads Check-In*(CS)1:00-2:30

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Virtual PLUS+ School-Based ConversationsEach school sets time & facilitates

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School Transition Team through Principal Mtg*10:30-11:30 (ACPS Facilitates)EE supports planning behind scenes

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Division Transition Team - SLT9:00-10:30 (NW/SR/CS)EE joins for 90 mins

Virtual PLUS+ Learning Project Leads Check-In*(CS)

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Virtual PLUS+ Learning10:00-11:00 (CS/SR)

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Thought Partners10:00-11:00 (EE?)


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School Transition Team through Principal Mtg10:30-11:30 (CS/NW/SR)

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Division Transition Team - SLT9:00-10:30 (ACPS Facilitates)EE supports planning behind scenes

School Board Update

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Snapshot of Scheduling the Next Four Weeks Project Leads

Division Transition Team

School Transition Team

Virtual PLUS+ Instruction

Virtual PLUS+ Partners


● Nominate a timekeeper + notetaker

● Check to make sure you have nominated 1 rep to join Virtual PLUS+ Instruction every other Monday’s Virtual PLUS+ Learning Team.

● Share reflections + takeaways from the Pulse Check activity.

Grade Level / Content Nominate 1 RepBreakouts: 10 min

https://docs.google.com/spreadsheets/d/1zJ3A7tVdHqGWDaYyjupPI7djguWP0VnQ1IX34B0akD4/edit#gid=0

https://docs.google.com/spreadsheets/d/1zJ3A7tVdHqGWDaYyjupPI7djguWP0VnQ1IX34B0akD4/edit#gid=0


ELEMENTARY GROUPS

Pre-K K 1st Gr. 2nd Gr. 3rd Gr. 4th Gr. 5th Gr. Encore EL SPED TAGPre-K through 2 Notes 3rd-5th Notes Encore, EL, SI, TAG Notes

MIDDLE SCHOOL GROUPS

MS Electives

MS ELA MS EL MS Math MS ScienceMS SOC.

ST.MS SPED MS TAG

Electives, ELA, EL, Math Notes Science, SS, SPED, TAG Notes

HIGH SCHOOL/ALTERNATIVE

HS Electives HS ELA HS EL HS Math HS Science HS SOC. ST. HS SPEDElectives, ELA, EL, Math Notes Science, SS, SPED Notes

Add your grade or content area as written here when you change your name on Zoom

Grade Level / Content Materials

https://docs.google.com/document/d/1fs9vOxjj1l8Y-9qVpibN0U5kRT8iM7nPOKyQK3rc0lU/edit

https://docs.google.com/document/d/1CVgB8BV6591vXHL0SpEHUTpnylCRXniUEhBql-whawo/edit

https://docs.google.com/document/d/1kHrrWZLnCi5tA4fwZXRQnJEMK794RX9Lra8-gZJq4OU/edit

https://docs.google.com/document/d/1-IzEYwLbUeF1BePeKEPWg-j52kPQV0VqQjmHpoHux9c/edit

https://docs.google.com/document/d/10K6gbR_OzRYAivihizVK3JyMDXBCy3y_kthG9GGFg5M/edit

https://docs.google.com/document/d/1jxonR5l9Y-0uh0jcfKY_UAgP-0TY2blskLNfmhrFOWE/edit

https://docs.google.com/document/d/1ACTeKPtwe4eIvRiVBG83Yo4zc6Bov9TbUm-8NVgTQhA/edit


Example: MS Electives -

CristinaExample: ES TAG - Katie

FORMAT: Content and/or Grade Level - Name

Before We Dive In, Let’s Rename Ourselves On Zoom

HIGH SCHOOL/ALTERNATIVE

HS Electives HS ELA HS EL HS Math HS Science HS SOC. ST. HS SPED

MIDDLE SCHOOL GROUPS

MS Electives MS ELA MS EL MS Math MS Science MS SOC. ST. MS SPED MS TAG

ELEMENTARY GROUPS

Pre-K K 1st Gr. 2nd Gr. 3rd Gr. 4th Gr. 5th Gr. Encore ES EL ES SPED ES TAG


Celebrating Our RepresentativesCongratulations and thank you for representing your grade level/content areas for the Advisory Team!

Your role: ● Proactively raising concerns and

designing solutions to prevalent instructional challenges that emerge across schools

● Serving as a key voice and advocate for teachers of the same grade + content area

● Playing a pivotal role in designing what instruction will look like for both hybrid + in-person learning


Bringing The Successes of 4.0 Into 5.0Together, we will successfully plan for an in-person return while building leadership capacity through:

Clear + consistent

communicationacross ACPS community

Modeling agility +

responsivenessto new information

Empowering for

decision-makingbased on data + expertise

Demystifying

complex conceptsand new situations

Increasing participation in

facilitated conversationsthat raise all voices

Providing transparency in

process + structureswith practice over time


Timeline + MilestonesSEPT OCT NOV DEC

Explore Phase Options Make Phase Decision Start Phase In Reflect + Iterate

Division Transition

Team

● Confirm Checklist for Reopening

● Research best practices from other divisions

● Explore phase options with Schools (SPED, PreK-2) and look at district data to determine additional students

● Present plan to School Board (October 15)

● Plan for phasing in including making resources available and fully preparing each site

● All hands on deck to prepare for first phase in of students

● Prepare for next phase in (explore options, prepare and plan)

● Reflect on phase in plans and adjust for January

● Ongoing planning for future phasing in of students (could additional days a week in person)

School Transition

Team

● Establish school teams● Explore phase options and

hear from schools what is and is not working virtually

● Plan for phasing in including staffing, schedules, family preparations and possible simulation(s)

● Utilize interim data and align on additional data

● All hands on deck● Prepare for next phase

in (explore options, prepare and plan)

● Reflect on lessons learned● Ongoing planning for

future phasing in of students (could additional days a week in person)

Virtual PLUS+

Learning

● Update and align vision of virtual learning

● Understand inventory of existing tools + supports

● Considerations for early learners (PreK-2)

● Design instructional and professional learning needs

● Deliver tools to support school team coaching and reflection

● Reflect on virtual learning and adjust plans for January

Virtual PLUS+

Partners

● Align on vision and establish ecosystem of partnerships

● Update impact and support processes

● Deepen alignment and effectiveness of partnerships

● Reflect on partnerships, impact and support


Our 5.0 Working Teams

*Initiate a division-wide transition team who will support planning, implementation and monitoring of preparation tasks across ACPS for in-person learning, representing: English Learners, Facilities, Financial Services, Health + Safety, Human Resources, Nutrition Services, School Improvement, Specialized Instruction, Student Services and Equity, School + Community Relations / FACE, Technology, Transportation, PTAC President, EAA President, School Board representation, and School Board Student representatives.

Division Transition

TeamDr. Hutchings,

Dr. Mozingo, SLT, PTAC President, EAA President,

School Board Reps + Student Board Reps

School Transition

TeamsProject Lead (s):

Mrs. Ingrid Bynum and Mr. Rene Paschal

Principals + Directors Meeting

Virtual PLUS+ Learning

Project Lead: Dr. Mann

Mrs. Terry Werner, Drs. Anthony Sims and Bethany

Nickerson + TLL & Grade/Content Area

Representatives

Virtual PLUS+ Partners SupportProject Lead: Mr. Huffman

~6 Partnership Organizations


Virtual PLUS+ Learning Advisory Team, Virtual

PLUS+ Instruction + Virtual PLUS+ Partners

Allows for ongoing engagement of building-level staff and community

partnerships, and for progress monitoring the impact of latest division-level decisions.

School Transition TeamInforms communication and supports needed for families and staff, and provides protected time for principals to collaboratively design solutions to pressing challenges.

Division Transition Team + Project LeadsServes as the throughline for all teams, and supports decision-making and information-sharing around transitioning to in-person learning.

ACPS 5.0 FEEDBACK

LOOP

The ACPS 5.0 Feedback Loop


Designing Small SolutionsPre-K-2 Schedule Staff

SupportAssessment/ Progress

MonitoringSynchronous/ Asynchronous

Flexible

● Morning group + afternoon group for K-5 students

● Shorten time in ENCORE● Perhaps live options that different families

with different needs and different learners can opt in or out of?

● create core subject time for short mini lesson and office hour/more small group instruction per subject

● SHORTEN THE TIMES FOR K-1 AND SMALL GROUPS IN THE AFTERNOON

● Asking student to log off and log back on when they are getting tired.

● Building in non-screen time breaks to core classes

● Learning spaces for students

Tight

● Provide asynchronous work for students while doing assessments with other students

● More planning and PLC time

● Providing accommodations to students, like headsets

● Providing technology and tools to students for learning

● IEPs delivered 100% virtually

● Shorten synchronous time


Flexible

● Morning group + afternoon group for K-5 students

● Shorten time in ENCORE● Perhaps live options that

different families with different needs and different learners can opt in or out of?

● create core subject time for short mini lesson and office hour/more small group instruction per subject

● SHORTEN THE TIMES FOR K-1 AND SMALL GROUPS IN THE AFTERNOON

● Asking student to log off and log back on when they are getting tired.

● Building in non-screen time breaks to core classes

● Learning spaces for students

Tight

● Provide asynchronous work for students while doing assessments with other students

● More planning and PLC time● Designated planning time

● Providing accommodations to students, like headsets

● Providing technology and tools to students for learning

● IEPs delivered 100% virtually

● Shorten synchronous time

Designing Small Solutions (cont.)


Time CommitmentAlong with continuing to serve on the Virtual PLUS+ Learning Advisory Team, you will...● Attend Sessions every

other Monday, 10:00 a.m. - 11:00 a.m. with Virtual PLUS+ Instruction Team

● Total: ~60 minutes / week

The Role + Accountabilities● Proactively raising concerns and designing solutions to prevalent

instructional challenges that emerge across schools● Serving as a key voice and advocate for teachers of the same grade

+ content area● Playing a pivotal role in designing what instruction will look like for

both hybrid + in-person learning

Detailed View: Joining the Virtual PLUS+ Instruction Team

Virtual PLUS+ Teaching, Learning + Leadership Team

Documents

Transcript of Virtual PLUS+ Teaching, Learning + Leadership Team