TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 3 helps team members monitor themselves, each other and their environment to ensure shared understanding.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 3 helps team members monitor themselves, each other and their environment to ensure shared understanding.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 3 helps team members monitor themselves, each other and their environment to ensure shared understanding.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Individual and Group-group and intergroup dynamics; managing group in an organization- intragroup behavior and intergroup behavior; self-change- resistance to change- nature of the change-transactional analysis
Group PowerPoint presentation on Successful Collaboration and Team Dynamics that analyzes the value of team collaboration as a Masters of Education student in the School of Teacher Education at the University of Phoenix.
Collaborative learning by a team can produce remarkable results. The challenge is to move from the realm of the possible to the realm of practice. It helps to understand learning behavior in teams, assess individual learning styles and use this knowledge to enhance team learning, transform teams into learning communities, avoid groupthink, and use tools for surfacing and sharing learning in teams.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 3 helps team members monitor themselves, each other and their environment to ensure shared understanding.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Individual and Group-group and intergroup dynamics; managing group in an organization- intragroup behavior and intergroup behavior; self-change- resistance to change- nature of the change-transactional analysis
Group PowerPoint presentation on Successful Collaboration and Team Dynamics that analyzes the value of team collaboration as a Masters of Education student in the School of Teacher Education at the University of Phoenix.
Collaborative learning by a team can produce remarkable results. The challenge is to move from the realm of the possible to the realm of practice. It helps to understand learning behavior in teams, assess individual learning styles and use this knowledge to enhance team learning, transform teams into learning communities, avoid groupthink, and use tools for surfacing and sharing learning in teams.
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. University of Central
Florida (UCF)
Eduardo Salas, PhD
Lauren E Benishek, PhD
Megan Gregory, MS
Ashley Hughes, MS
Shannon Marlow, BS
Christina Lacerenza, BS
Stephanie Zajac, MS
The Coalition for Psychology in
Schools and Education,
especially to
Sylvia Rosenfield, Ph.D.
Markeda Newell, Ph.D.
Karin Hodges, Psy.D.
Peter Sheras, Ph.D.
George DuPaul, Ph.D.
The Center for Psychology in
Schools and Education (CPSE)
Staff
Rena Subotnik, Ph.D., Director
Geesoo Maie Lee, BA, Program Officer
CONTRIBUTORS
3. A REAL VIGNETTE
In a K-5 school, a teacher noticed there was no sense
of leadership on the curriculum team. Many staff
members had great ideas and interests about how to
modernize lesson plans, but nobody stepped up to
the plate to devise a cohesive plan. Therefore,
meetings were spent with individuals vying for their
personal agenda rather than understanding the
bigger picture. Due to these issues, the school
struggled with innovating, making plans, and
accomplishing goals.
4. THIS MODULE WILL HELP YOU:
Understand the importance of leadership
Recognize that anyone can be a leader
Understand effective and ineffective leadership
behaviors
Use strategies to facilitate effective leadership
behaviors: STEP, SWIM, BIKE, and RACE
6. ACTIVITY: WHO IS A GOOD LEADER?
Take a moment to think about someone you know
whom you consider to be a good team leader in
schools.
What are the behaviors that make him/her a strong
leader?
What are his/her best qualities?
7. IMPORTANCE OF LEARNING LEADERSHIP
Leadership serves many functions and
supports positive outcomes within
organizations, teams, and classrooms
Productivity
Learning
Job satisfaction
Performance
Relevant Citations: Barling, Christie, & Hoption (2011); Burke et al. (2006)
8. WHAT IS LEADERSHIP?
o Leadership is carrying out necessary behaviors in
order to help the team accomplish their goals.
o Anybody can be a leader!
Relevant Citations: Fleishman, Zaccaro, & Mumford (1991)
11. SHARED LEADERSHIP
o Leadership depends on the situation and team needs
o ANY team member can enact leadership
o Team members lead one another
Context and flexibility matter
In shared leadership, any team member is empowered to take
initiative
Example:
A Teacher may be the leader of an IEP team when the current
team task is to design a curriculum for a special needs student.
However, when the IEP team’s focus turns to addressing the
students social emotional needs, a Psychologist may adopt the
role of team leader because of his/her expertise.
Relevant Citations: Carson, Tesluk, & Marrone (2007); Pearce, Manz, & Sims (2009)
12. THINK-PAIR-SHARE: TYPES OF LEADERS
Think about where there is a need for leadership in
your school.
What type of leadership would be helpful here?
How could this be beneficial?
Discuss your ideas and examples within your small
group.
Finally, each group can share with the whole group.
16. INEFFECTIVE LEADERSHIP
What sorts of things have you seen colleagues in
leadership positions do that were ineffective?
(no names please)
17. INEFFECTIVE SHARED LEADERSHIP
BEHAVIORS
Acting
unreliably/volatilely
Changing mind
Expressing arbitrary
expectations
Treating team members
inappropriately
Unwilling to listen to others
Refusing to compromise
Mismanaging team
progress
Using passive behavior
Mismanaging resources
Micromanaging
Failing to delegate
18. EXAMPLES OF LEADERSHIP IN SCHOOLS
What sorts of things have you seen colleagues in
leadership positions do that were effective?
(no names please)
19. EFFECTIVE LEADERSHIP BEHAVIORS
Leaders develop skills to conduct the following
responsibilities:
Monitor the team
Establish shared
expectations and goals
Pool resources
Embrace team members’
perspectives
Relevant Citations: Barling, Christie, & Hoption (2011); Hughes & Pickeral (2013); Morgeson, DeRue, & Karam (2010);
Salas, Burke, & Stagl (2004); Zaccaro, Rittman, & Marks (2001)
20. MONITOR THE TEAM
Make sure everyone is checking
themselves, their team members, the
environment, and progress towards the
goal.
For more information, refer back to the
Situation Monitoring module.
21. Clarify team responsibilities
Set team standards and regulations
Establish challenging yet attainable team
goals
ESTABLISH SHARED EXPECTATIONS AND
GOALS
22. POOL RESOURCES
Under a shared leadership system, everyone should
work together to ensure the team has what is needed.
This can include:
Equipment
Office supplies
Classroom supplies
Media equipment
Knowledge
Expertise
Information
23. EMBRACE ALL TEAM MEMBERS’ PERSPECTIVES
Demonstrate respect and concern for team
members
Respect diverse opinions
Address team needs and concerns
Answer any questions on the task or assigned
responsibilities
When possible, offer
support and
task assistance
27. MONITOR THE TEAM: USE STEP
Remember STEP from situation monitoring?
Self
Monitor your contributions
Team Members
Cross-monitor
Environment
Consider what is going on around you
Progress
Consider your team’s progress towards goals
USE IT!
Self
Team Members
Environment
Progress
28. ESTABLISH SHARED EXPECTATIONS AND GOALS: SWIM
By SWIM-ming, you can establish shared expectations
and goals
Know what you Intend to discuss
Be able to tie the Meaning of the discussion to the larger
goal
SWIM before beginning a brief, debrief, or creating an
agenda
S • Start
W • With
I • Intent and
M • Meaning
29. ESTABLISHING SHARED EXPECTATIONS AND
GOALS: AGENDAS
Meeting agendas are also a helpful tool for
SWIM-ming
Benefits of agendas:
Save time
Stay on topic
Send out your agenda to meeting participants at
least 24 hours in advance
Items on agendas should be in the order in which
they will be discussed
Close the agenda with follow up information (e.g.,
“Next meeting is Friday at 5pm in room 214”).
30. AGENDAS
Helpful for:
“SWIM”MING
Saving Time
Staying on Topic
How is one constructed?
Make items in order in which they will be discussed
Close with follow-up information (e.g., next meeting 5pm
in room 214)
Send it out 24 hours in advance
31. AN EXAMPLE
Date & Time
Location
Follow-up Info
Discussion Items
Q & A
33. EXAMPLE OF BIKE-ING
While creating the agenda for her next
upcoming meeting, Ms. James realized that
she was not trained on how to use the
presentation equipment for her presentation.
The room that the meeting was scheduled in
had a SMART Board™, while she had been
trained on a different device, the projector.
Ms. James knew that Mr. Chris was not in her
projector training class, and had received
training on the SMART Board™.
Before the meeting, Ms. James contacted Mr.
Chris and asked him to teach her how to use
the new equipment.
34. EMBRACE TEAM MEMBERS’ PERSPECTIVES:
RACE
Encourage all team members to speak up during
meetings by RACE-ing:
Benefits:
Allows concerns to be voiced
Everyone gets to contribute
Everyone takes ownership of work
R
• Respect all viewpoints
A • Address questions & concerns
C
• Consider all perspectives
E
• Eye contact with each team member
35. THINK-PAIR-SHARE: BRAINSTORMING
Think about how you can use these strategies
on a team that you are a part of.
Which of these strategies does your team already do
well?
Which of these strategies can your team use the most?
How will this benefit the team?
Discuss your ideas and examples within your
small group.
Finally, each group can share with the whole
group.
36. REFERENCES
Barling, J., Christie, A., & Hoption, C. (2011). Leadership. In S. Zedeck (Ed.), Handbook of industrial and
organizational psychology (Vol 1., pp. 183-240). Washington, DC: American Psychological
Association.
Burke, C. S, Stagl, K. C., Klein, C., Goodwin, G. F., Salas, E., & Halpin, S. M. (2006). What type of
leadership behaviors are functional in teams?: A meta-analysis. The Leadership Quarterly, 17, 288-
307.
Carson, J. B., Tesluk, P. E., & Marrone, J. A. (2007). Shared leadership in teams: An investigation of
antecedent conditions and performance. The Academy of Management Journal, 50(5), 1217-1234.
Fleishman, E. A., Zaccaro, S. J., Mumford, M.D. (1991). Individual differences and leadership: An overview.
The Leadership Quarterly, 2(4), 237-243
Hughes, W., & Pickeral, T. (2013, February). School climate and shared leadership. Retrieved from
http://www.schoolclimate.org/publications/documents/sc-brief-leadership.pdf
Morgeson, F.P., DeRue, D. S., Karam, E. P. (2010). Leadership in teams: A functional approach to
understanding leadership structures and processes. Journal of Management, 36(1), 5-39.
Pearce, C. L., Manz, C. C., & Sims, H. P. (2009). Where do we go from here?: Is shared leadership the key
to team success? Organizational Dynamics, 38, 234-238.
Salas, E., Burke, C. S., & Stagl, K. C. (2004). Developing teams and team leaders: strategies and principles.
In D. V. Day, S. J. Zaccaro, & S. M. Halpin (Eds.), Leader development for transforming
organizations: Growing leaders for tomorrow (pp. 325−355). Mahwah, NJ: Lawnrence Erlbaum.
Zaccaro, S.J., Rittman, A.L., & Marks, M.A. (2001). Team leadership. The Leadership Quarterly, 12, 451–
483.