The document summarizes the agenda and activities for the first day of professional development at Albert Wicker Literacy Academy. It included introductory activities, team building exercises focused on personality types and effective collaboration, an overview of the school handbook, and establishing norms and procedures for behavior management. Staff were also assigned homework of reviewing discipline scenarios and the handbook in preparation for the next session.

1. Albert Wicker Literacy Academy Professional Development: Day 1 Team Building & School Handbook

2. Staff Introduction Your Name Where you are from Why you got into education Something interesting that most people do not know about you

3. Power-Up Spend 4 minutes writing about your most positive team work experience. What made it successful?

4. 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!

5. Whole Faculty Group Norms We will set procedural (logistical) and behavioral (how we act) norms. Introduction of the parking lot and the museum

6. Meyers-Briggs: Personal Preferences Pairs of Preferences Extraversion (E) ----- Introversion (I) Sensing (S) ----- iNtuition (N) Thinking (T) ----- Feeling (F) Judging (J) ----- Perceiving (P)

7. 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

8. 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

9. 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?

10. 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

11. 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

12. 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?

13. 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

14. 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

15. 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?

16. 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

17. 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

18. 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?

19. What are the implications of our different personalities on how we work together? Stand Up, Hand Up, Pair Up Cooperative Learning Strategy #2

20. 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

21. 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

22. 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

23. 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

24. 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

25. Work with your subject/area group Set logistical and behavioral norms using the “Team Action Plan”

26. Welcome Back! Please get a handbook and take it to your seat.

27. Power-Up! What are you most interested to know about school that you hope is covered in the handbook?

28. 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

29. 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.

30. 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?

31. Discipline Plan Click here to display the discipline plan

32. Tracking system Click here to display the tracking system

33. 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.

34. Classroom Displays Group brainstrom around what makes great displays, using the classroom displays check-list.

35. Committee Sign-Up Leadership Team Data Management/Analysis Positive Behavior Support School Improvement Team Building Improvement Team

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