Albert Wicker Literacy Academy Professional Development: Day 1 Team Building &  School Handbook
Staff Introduction <ul><li>Your Name </li></ul><ul><li>Where you are from  </li></ul><ul><li>Why you got into education </...
Power-Up <ul><li>Spend 4 minutes writing about your most positive team work experience.   What made it successful?  </li><...
Think, Write, Round Robin <ul><li>Cooperative Learning Structure #1 </li></ul><ul><li>Starting with person #3 at your tabl...
Whole Faculty Group Norms <ul><li>We will set procedural (logistical) and behavioral (how we act) norms. </li></ul><ul><li...
Meyers-Briggs: Personal Preferences <ul><li>Pairs of Preferences </li></ul><ul><li>Extraversion (E) ----- Introversion (I)...
What is your source of energy? <ul><li>Extraversion – E </li></ul><ul><li>Like to be around people and at the center of at...
What is your source of energy? <ul><li>Introversion – I </li></ul><ul><li>Okay being alone and working behind the scenes; ...
Working in Teams <ul><li>CONSIDER:  As an “E” or “I”… </li></ul><ul><li>What do you bring to the table as part of a work t...
How do you prefer to take in information? <ul><li>Sensing – S </li></ul><ul><li>Focus on details; facts; data; evidence </...
How do you prefer to take in information? <ul><li>Intuition – N </li></ul><ul><li>Focus on big picture; patterns; figurati...
Working in Teams <ul><li>CONSIDER:  As an “S” or “N”… </li></ul><ul><li>What do you bring to the table as part of a work t...
How do you prefer to make decisions? <ul><li>Thinking – T (head decisions) </li></ul><ul><li>Decide objectively </li></ul>...
How do you prefer to make decisions? <ul><li>Feeling – F (heart decisions) </li></ul><ul><li>Decide subjectively </li></ul...
Working in Teams <ul><li>CONSIDER:  As an “T” or “F”… </li></ul><ul><li>What do you bring to the table as part of a work t...
How do you approach life? <ul><li>Judging - (J) </li></ul><ul><li>Decisions made fairly easily </li></ul><ul><li>Prefer cl...
How do you approach life? <ul><li>Perceiving – (P) </li></ul><ul><li>Difficulty making decisions </li></ul><ul><li>Prefer ...
Working in Teams <ul><li>CONSIDER:  As a “J” or “P”… </li></ul><ul><li>What do you bring to the table as part of a work te...
What are the implications of our different personalities on how we work together? <ul><li>Stand Up, Hand Up, Pair Up </li>...
Characteristics of an Effective Team <ul><li>Unity of purpose:  STUDENT ACHIEVEMENT </li></ul><ul><li>Clear goals: Increas...
FORMING: The honeymoon stage <ul><li>Characteristics: </li></ul><ul><li>Members are polite---trying to get to know & feel ...
STORMING: The honeymoon is OVER! <ul><li>Characteristics </li></ul><ul><li>Team gains confidence; but conflict occurs as m...
NORMING: Charting the course <ul><li>Characteristics: </li></ul><ul><li>Cohesion is built; team develops identity </li></u...
PERFORMING: Moving forward <ul><li>Characteristics </li></ul><ul><li>Group has settled into a functional team </li></ul><u...
Work with your subject/area group <ul><li>Set logistical and behavioral norms using the  “Team Action Plan” </li></ul>
Welcome Back! <ul><li>Please get a handbook and take it to your seat. </li></ul>
Power-Up! <ul><li>What are you most interested to know about school that you hope is covered in the handbook? </li></ul>
Stand Up, Hand Up, Pair Up <ul><li>Find a new partner. </li></ul><ul><li>Do a Pair, Timed, Pair Share (1 minute per person...
Stand Up, Hand Up, Pair Up <ul><li>School Handbook Scavenger Hunt: With your new partner, answer the questions on the Scho...
Discipline / Behavior Management <ul><li>Why is it more important to reinforce good behavior than issue demerits for incor...
Discipline Plan  <ul><li>Click here to  display  the discipline plan </li></ul>
Tracking system <ul><li>Click here to  display  the tracking system </li></ul>
Homework (Due Friday) <ul><li>Please complete the discipline scenarios.  Use the discipline infraction sheet to help you. ...
Classroom Displays <ul><li>Group brainstrom around what makes great displays, using the classroom displays check-list. </l...
Committee Sign-Up <ul><li>Leadership Team </li></ul><ul><li>Data Management/Analysis </li></ul><ul><li>Positive Behavior S...
Evaluations <ul><li>Please complete an evaluation of today.  These are completely anonymous and help me know if this was v...
Upcoming SlideShare
Loading in …5
×

Pd team building_handbook ppt

577 views

Published on

Published in: Education, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
577
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
17
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Pd team building_handbook ppt

  1. 1. Albert Wicker Literacy Academy Professional Development: Day 1 Team Building & School Handbook
  2. 2. Staff Introduction <ul><li>Your Name </li></ul><ul><li>Where you are from </li></ul><ul><li>Why you got into education </li></ul><ul><li>Something interesting that most people do not know about you </li></ul>
  3. 3. Power-Up <ul><li>Spend 4 minutes writing about your most positive team work experience. What made it successful? </li></ul>
  4. 4. Think, Write, Round Robin <ul><li>Cooperative Learning Structure #1 </li></ul><ul><li>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. </li></ul><ul><li>When you hear the buzzer, switch the person who is talking! </li></ul>
  5. 5. Whole Faculty Group Norms <ul><li>We will set procedural (logistical) and behavioral (how we act) norms. </li></ul><ul><li>Introduction of the parking lot and the museum </li></ul>
  6. 6. Meyers-Briggs: Personal Preferences <ul><li>Pairs of Preferences </li></ul><ul><li>Extraversion (E) ----- Introversion (I) </li></ul><ul><li>Sensing (S) ----- iNtuition (N) </li></ul><ul><li>Thinking (T) ----- Feeling (F) </li></ul><ul><li>Judging (J) ----- Perceiving (P) </li></ul>
  7. 7. What is your source of energy? <ul><li>Extraversion – E </li></ul><ul><li>Like to be around people and at the center of attention; high energy </li></ul><ul><li>Enthusiastic </li></ul><ul><li>Talk more than listen </li></ul><ul><li>Talk it out; act then think </li></ul><ul><li>Can be easily distracted </li></ul><ul><li>Prefer to do a lot of things at once; breadth of activities </li></ul>
  8. 8. What is your source of energy? <ul><li>Introversion – I </li></ul><ul><li>Okay being alone and working behind the scenes; quiet energy </li></ul><ul><li>Reserved; private </li></ul><ul><li>Listen more than talk </li></ul><ul><li>Think it out; reflective </li></ul><ul><li>Good powers of concentration </li></ul><ul><li>Prefer to focus on one thing at a time; depth </li></ul>
  9. 9. Working in Teams <ul><li>CONSIDER: As an “E” or “I”… </li></ul><ul><li>What do you bring to the table as part of a work team? </li></ul><ul><li>What are your biggest challenges as a team member? </li></ul><ul><li>How do you prefer to communicate and be communicated with? </li></ul><ul><li>How could you improve communication with the opposite preference? </li></ul>
  10. 10. How do you prefer to take in information? <ul><li>Sensing – S </li></ul><ul><li>Focus on details; facts; data; evidence </li></ul><ul><li>Can get stuck on specifics or “tried and true” </li></ul><ul><li>Prefer practical solutions </li></ul><ul><li>Here and now oriented: what is </li></ul><ul><li>Trust experience (what worked in the past) </li></ul><ul><li>Like established skills </li></ul><ul><li>Prefer step-by-step instructions </li></ul><ul><li>Work at a steady pace </li></ul><ul><li>Perspiration </li></ul>
  11. 11. How do you prefer to take in information? <ul><li>Intuition – N </li></ul><ul><li>Focus on big picture; patterns; figurative </li></ul><ul><li>Can get stuck in “Never Never Land” </li></ul><ul><li>Prefer ideas and innovation </li></ul><ul><li>Future-oriented: what could be </li></ul><ul><li>Trust “gut” instincts (follow hunches) </li></ul><ul><li>Like learning new skills </li></ul><ul><li>Like to figure things out for themselves; take short cuts </li></ul><ul><li>Work in bursts of energy </li></ul><ul><li>Inspiration </li></ul>
  12. 12. Working in Teams <ul><li>CONSIDER: As an “S” or “N”… </li></ul><ul><li>What do you bring to the table as part of a work team? </li></ul><ul><li>What are your biggest challenges as a team member? </li></ul><ul><li>How do you prefer to communicate and be communicated with? </li></ul><ul><li>How could you improve communication with the opposite preference? </li></ul>
  13. 13. How do you prefer to make decisions? <ul><li>Thinking – T (head decisions) </li></ul><ul><li>Decide objectively </li></ul><ul><li>Appear cool, calm, firm </li></ul><ul><li>Convinced by rational arguments </li></ul><ul><li>Direct; firm </li></ul><ul><li>Value honesty & fairness </li></ul><ul><li>Take few things personally </li></ul><ul><li>Tend to see flaws </li></ul><ul><li>Motivated by achievement </li></ul><ul><li>One standard for all </li></ul><ul><li>May appear too tough minded, or insensitive </li></ul>
  14. 14. How do you prefer to make decisions? <ul><li>Feeling – F (heart decisions) </li></ul><ul><li>Decide subjectively </li></ul><ul><li>Appear warm hearted & friendly </li></ul><ul><li>Convinced by feelings; personal values </li></ul><ul><li>Diplomatic; tactful </li></ul><ul><li>Value harmony & cooperation </li></ul><ul><li>Take many things personally </li></ul><ul><li>Tend to please others </li></ul><ul><li>Tend to please others </li></ul><ul><li>Motivated by appreciation </li></ul><ul><li>Look at the circumstances </li></ul><ul><li>May appear tenderhearted or overemotional </li></ul>
  15. 15. Working in Teams <ul><li>CONSIDER: As an “T” or “F”… </li></ul><ul><li>What do you bring to the table as part of a work team? </li></ul><ul><li>What are your biggest challenges as a team member? </li></ul><ul><li>How do you prefer to communicate and be communicated with? </li></ul><ul><li>How could you improve communication with the opposite preference? </li></ul>
  16. 16. How do you approach life? <ul><li>Judging - (J) </li></ul><ul><li>Decisions made fairly easily </li></ul><ul><li>Prefer closure—things settled, off the plate </li></ul><ul><li>Organized </li></ul><ul><li>Work first, play later </li></ul><ul><li>Serious; conventional </li></ul><ul><li>Pay attention to time; prompt; adhere to deadlines/schedules </li></ul><ul><li>Make & stick to plans; no surprises </li></ul><ul><li>Adhere to rules/policies </li></ul>
  17. 17. How do you approach life? <ul><li>Perceiving – (P) </li></ul><ul><li>Difficulty making decisions </li></ul><ul><li>Prefer to keep options open; wait and see </li></ul><ul><li>Disorganized </li></ul><ul><li>Turn most work into play </li></ul><ul><li>Spontaneous; adaptable </li></ul><ul><li>Less aware of time; tend to run late; deadlines are elastic </li></ul><ul><li>Don’t plan; keep things flexible, loose </li></ul><ul><li>Question need for rule </li></ul>
  18. 18. Working in Teams <ul><li>CONSIDER: As a “J” or “P”… </li></ul><ul><li>What do you bring to the table as part of a work team? </li></ul><ul><li>What are your biggest challenges as a team member? </li></ul><ul><li>How do you prefer to communicate and be communicated with? </li></ul><ul><li>How could you improve communication with the opposite preference? </li></ul>
  19. 19. What are the implications of our different personalities on how we work together? <ul><li>Stand Up, Hand Up, Pair Up </li></ul><ul><li>Cooperative Learning Strategy #2 </li></ul>
  20. 20. Characteristics of an Effective Team <ul><li>Unity of purpose: STUDENT ACHIEVEMENT </li></ul><ul><li>Clear goals: Increasing Student Achievement </li></ul><ul><li>Clear responsibilities </li></ul><ul><li>Reasonable Operating Procedures </li></ul><ul><li>Leadership Rotation </li></ul><ul><li>Interpersonal Relationships </li></ul><ul><li>Openness/Trust </li></ul><ul><li>Sharing Successes and Failures </li></ul>
  21. 21. FORMING: The honeymoon stage <ul><li>Characteristics: </li></ul><ul><li>Members are polite---trying to get to know & feel comfortable with one another; behave independently </li></ul><ul><li>Tasks are being defined </li></ul><ul><li>Lofty, conceptual discussions held as people try to express who they are </li></ul><ul><li>Discussions about what information needs to be gathered </li></ul><ul><li>To address the forming stage: </li></ul><ul><li>Make sure purpose & task are clearly defined </li></ul><ul><li>Share team expectations </li></ul><ul><li>Allow time for members to get comfortable with one another </li></ul>
  22. 22. STORMING: The honeymoon is OVER! <ul><li>Characteristics </li></ul><ul><li>Team gains confidence; but conflict occurs as members begin to show their true styles </li></ul><ul><li>A growing impatience/frustration will surface over roles/goals/responsibilities, and be openly expressed </li></ul><ul><li>Members will get into one another’s territory, causing irritation </li></ul><ul><li>General disagreement over processes, tasks, etc. </li></ul><ul><li>To address the storming stage: </li></ul><ul><li>Don’t ignore this stage; acknowledge it with team as a normal development step </li></ul><ul><li>Good time to review ground rules, revisit the purpose and related administrative matters of the team </li></ul><ul><li>Recognize and deal with differences </li></ul>
  23. 23. NORMING: Charting the course <ul><li>Characteristics: </li></ul><ul><li>Cohesion is built; team develops identity </li></ul><ul><li>Consensus established about rules, values, and behaviors; conscious effort to achieve group harmony </li></ul><ul><li>Team will want to discuss items more; less time will be spent on idea generation, and more on decision making </li></ul><ul><li>Members will want to limit agenda items to focus on specific topics </li></ul><ul><li>Conflicts are addressed and resolved. </li></ul><ul><li>To address the norming stage: </li></ul><ul><li>TASK becomes primary – members focus on accomplishing the team’s purpose </li></ul>
  24. 24. PERFORMING: Moving forward <ul><li>Characteristics </li></ul><ul><li>Group has settled into a functional team </li></ul><ul><li>Energy is channeled towards the tasks. Members are pro-active; may look for more to do. Most of the work gets done here. </li></ul><ul><li>Loyalty to the group is established; and respect for individual dissension and disagreement is in place </li></ul><ul><li>To address the performing stage: </li></ul><ul><li>Teams at the performing level are generally self-regulating </li></ul><ul><li>Road maps, processes, decision making and other matters of team management will be handled independently by the team </li></ul>
  25. 25. Work with your subject/area group <ul><li>Set logistical and behavioral norms using the “Team Action Plan” </li></ul>
  26. 26. Welcome Back! <ul><li>Please get a handbook and take it to your seat. </li></ul>
  27. 27. Power-Up! <ul><li>What are you most interested to know about school that you hope is covered in the handbook? </li></ul>
  28. 28. Stand Up, Hand Up, Pair Up <ul><li>Find a new partner. </li></ul><ul><li>Do a Pair, Timed, Pair Share (1 minute per person) to discuss your Power-Up </li></ul>
  29. 29. Stand Up, Hand Up, Pair Up <ul><li>School Handbook Scavenger Hunt: With your new partner, answer the questions on the School Handbook Scavenger Hunt hand-out. </li></ul>
  30. 30. Discipline / Behavior Management <ul><li>Why is it more important to reinforce good behavior than issue demerits for incorrect behavior? </li></ul><ul><li>Why do you think that promoting respectful disagreement is essential to improving school culture? </li></ul><ul><li>Why can we never, ever argue with students? </li></ul><ul><li>When do you feel like you need support from the principal when it comes to misbehavior? </li></ul><ul><li>Did you have any “AHA” or “YES!” moments as you read this section? </li></ul>
  31. 31. Discipline Plan <ul><li>Click here to display the discipline plan </li></ul>
  32. 32. Tracking system <ul><li>Click here to display the tracking system </li></ul>
  33. 33. Homework (Due Friday) <ul><li>Please complete the discipline scenarios. Use the discipline infraction sheet to help you. </li></ul><ul><li>Answer all questions after each scenario </li></ul><ul><li>Read through the handbook. Have your questions ready on Friday. </li></ul>
  34. 34. Classroom Displays <ul><li>Group brainstrom around what makes great displays, using the classroom displays check-list. </li></ul>
  35. 35. Committee Sign-Up <ul><li>Leadership Team </li></ul><ul><li>Data Management/Analysis </li></ul><ul><li>Positive Behavior Support </li></ul><ul><li>School Improvement Team </li></ul><ul><li>Building Improvement Team </li></ul>
  36. 36. Evaluations <ul><li>Please complete an evaluation of today. These are completely anonymous and help me know if this was valuable to you. </li></ul>

×