Stick Together Team!

    WHY

 Let's face it working in a school is difficult and challenging that at times you can feel overwhelmed and unfulfilled.  It's through working together that you get through.  Teachers/staff in studies have reported feeling connected to one another and also described feeling as if they are completing something together.  These emotions when activated keep us engaged in difficulty over time.  In addition, if teams are effective than people learn from one another.  They can do more than they could alone.  They inspire and challenge one another.  

What

    I know that it takes time to get together to share the load but knowing how much easier our work can be when we are together accomplishing our goals is most rewarding.  Let's take a look at the elements of strong teams and determine how to make your team stronger than it already is.

1. A good team knows why it exists.  It's not enough to give yourselves a name.  That is a label and not the explanation of why you exist.  You need to develop a purpose that is relevant, meaningful, and clear.  When I think if this element I am reminded of the first and second grade teams.  Their purpose is to support one another to make the work easier and student achievement grow.  I sat in on both of these teams last week.  They meet even when they don't have to just to get stuff done.  For example, the first grade team worked to develop a rubric for fluency.  The second grade team worked to plan the genre writing unit.  In both cases they jigsawed the work and then discussed how and when they would implement.
2. A good team creates a space for learning.  It's critical that you don't meet just to meet.  You should be learning from one another or creating opportunities to learn.  When you work to trust one another you feel safe to make mistakes, take risks and ask questions.
3. In a good team, there's healthy conflict.  It's inevitable and most certain that when you are learning together there will be disagreements.  Teams who disagree are engaged in constructive conversation and work to push thinking.  The fourth grade team has gone through this and came out stronger.  They were discussing the order of lesson in a unit and went back and forth if they should change or do them as listed.  In the end they decided to do them as listed.  Yes, they disagreed but they pushed one another to find the solution.
4. Members of a good team trust each other.  This means that when there is conflict you handle it.  It's managed.  If you know each other you listen to one another.  You follow your norms and feel comfortable holding one another accountable.  You also have a facilitator who makes sure it stays safe.  Trust means that everyone participates and are heard.  You share in decision making.  You break in effective habits like dominance of one voice.
5. A good team has a facilitator, leader, or shared leaders.  You all can lead because you work to push one another.  The leadership team member is there to share information but isn't the only person required to facilitate.  It's important that you have a plan so you can function at high levels.  However, together you build the plan and then implement the learning around it.  I see this often in the PK, Kindergarten and third grade teams.  They work together but it's not always clear who the leader is.  They share in the work and take turns leading and/or facilitating.  It's quite defined in the PK team.  Each member has a specific strength so they share and switch from week to week depending on their topic.

    The more teamwork fundamental exhibited the more opportunity exists for students to learn.  Strong teacher teams create strong schools.  They help to fend off external factors trying to inhibit our practice.  It is the driving reason that we emphasize PLCs to support teacher-to-teacher professional development.  When collaboration is present it results in high achieving schools.

So let's work together to fight the forces that try and attack us.  Let's come together and raise our arms with positive result to celebrate.

Be Their Champion!

 

You Can Do It!

    This is Rita Pierson from a TED talk that she did in 2013.  Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level. She is an inspiration to many. Unfortunately, she passed away several years ago but I still go to her video when I am reminded of why relationships are so important to teaching and learning.

    This week I reflected on the conversations I had with you and felt such remarkable pride and admiration at your focus and willinging to 'show up' each day for students. Your dedication is realized in the eyes of those you serve. In addition, we see your efforts in the achievement of students across the building. I had a powerful conversation with the Kindergarten that I shared last week in which they were asking about the purpose of assessment and how it fits into their daily schedule. Our discussion went from thinking about assessment like a test to using assessment in different ways. Consider checklists, observational notes, growth over the week and yes, student work. The idea is not that assessment is something you do in addition to your normal plan. It is the summation of your teaching and whether it worked. Did your kids meet the learning intention by showing evidence using the success criteria. Kids will do better each day when they are motivated by authentic and engaging instruction. It's glued together by your authentic relationship with them as well.

    Secondly, I had an important conversation with Paige McGee several weeks ago. Like you she has challenging students in her classroom. Her motivation is high and it's clear that she wants to provide an invitational environment. She's been working on these relationships with her students every day. Even when it's difficult. I think what I appreciate most about her is that she is consistently working to problem solve with me and other members of the student support team to make her classroom more and more engaging. This work is paying off! Her last two CFA scores in math were significantly higher than they have been this year.

It's simple

During professional development this week we will be working on how we will finish strong and raise MAP scores in MAY. It's hard to believe that we have less than 40 days left to finish this year. It's going to take all of us to finish with the goals in mind and child relationship at the forefront of our efforts!