The title of our staff's latest shared Google presentation was, “Go Team Brecknock!” I'm not sure what compelled me to name it that, but I think it's because the first hour of our morning (before we provided teachers with sweet freedom to collaborate with their grade level peers for the remainder of the day), our discussions focused on the “state of our school,” an overall look at some data trends, where we are, where we need to go, and how we're going to get there. We are a team, working toward the collective goal of improving learning experiences for all children.
No single person can move a school, therefore team dynamics become critical. We modeled our own professional learning community work after DuFour's model. One of the “big ideas” of Dufour's PLC is A Culture of Collaboration:
Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture…. For teachers to participate in such a powerful process, the school must ensure that everyone belongs to a team that focuses on student learning. Each team must have time to meet during the workday and throughout the school year. Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kind of assessment, analyses of student achievement, and strategies for improving results. Teams must develop norms or protocols to clarify expectations regarding roles, responsibilities, and relationships among team members. Teams must adopt student achievement goals linked with school and district goals. –What is a professional learning community? (DuFour, 2004)
What makes a strong team? What makes a dysfunctional team? I've seen both in action, and I've been part of both. As administrators we need to recognize the characteristics of effective teacher teams so we can build capacity within them, strengthening the organization as a whole. To further extend this collaborative power for learning, teachers can and should incorporate team-building and team problem-solving activities into their classrooms with students.
A team of researchers from Centre for Innovation in Education from the Queensland University for Technology set out to identify the characterist
ics of effective school-based teams through the lens of micropolitics. Their findings are relevant for schools and school-based systems dealing with school-based management and similar reforms/restructurings in that they developed a tool to assess and enhance the effectiveness of teams. Critical reflection of team dynamics should include a look at the:
- clarity of the team's role and objectives
- competence and credibility of the team members
- uniformity of members’ values and their commitment to team work
- interpersonal relationships and communication among members and between members and other staff
- accessibility of professional development opportunities for the team and for its individual members
Developing strengths in these dimensions will better establish school teams in that they will be more prepared to engage in decision-making processes, develop better relationships among colleagues, and embrace future possibilities rather than focus on current realities (Cranston, Ehrich, Reugebrink, & Gaven, 2002).
I am generally pleased with the collaborative efforts my teachers are making. Each team is finding their way… each team member is defining and honing his/her role in that team. One area where we need to develop is in our team leadership/coaching roles. Team leaders were appointed and attended professional development sessions on coaching and adult learning. This experience was not enough to impress upon our teacher leaders the essential components that exemplify a true leader. They need continuous exposure to new ideas, time to conduct peer observation and reflections, and time spent with administration to work at defining and refining the shared vision and goals of the school. Most of all, these team leaders need to extend trust to all members of the team and school, and need to be trusted by all. This aspect requires a lot of work and dedication on everyone's part.
Finally, I'd like to share @l_hilt's Dos & Don'ts of team dynamics….
- Do seek to act upon that which you can positively change. Don't be negative and dwell on things you cannot.
- Do be a giver. Don't be selfish.
- Do understand that “the way we've always done things” is not necessarily the best way to help students learn. Don't get sucked into a solitary cave of complacency.
- Do communicate clearly, accurately, and respectfully. Don't hide your feelings about a situation or make them known maliciously.
- Do be open and accepting. Don't be defensive.
- Do realize that you are not the most important part of the equation. Don't forget for one second that the child is.