Suggested Work Flow for Forming Committees/Teams

Suggested Workflow for Forming Committees and Teams

OUTCOME:

High performing committees/teams that work collaboratively to design, implement, and support a comprehensive curriculum to improve student learning.

GUIDING QUESTIONS:

  • Are relevant stakeholder groups represented on the committee/team?
  • Are the purpose and outcomes for the work clearly focused on alignment of the district’s teaching and learning systems with college and career ready standards?
  • What training will be provided for the committee/team to enact practices and procedures of a high-performing team?
  • How will the committee/team monitor its effectiveness during the work?
  • How will communication about the work of the committee/team be accomplished?
  • What funding will need to be budgeted to support the work?

Example from Thornton Township, Illinois

 

RESOURCES

Forming, Storming, Norming, Performing (Adjourning) Psychologist Bruce Tuckman first came up with the memorable phrase “forming, storming, norming, and performing” in his 1965 article, “Developmental Sequence in Small Groups.” He used it to describe the path that most teams follow on their way to high performance. Later, he added a fifth stage, “adjourning” (which is sometimes known as “mourning”).
High Performance Teams Resource for businesses and organizations interested in harnessing the power of teams.
Organizing Team Decision- Making Key tools that you can use when you want to involve your whole team in the decision-making process.
Team Effectiveness Assessment This assessment helps you uncover common teamworking problems that you might be experiencing. Once you’ve completed the assessment, we direct you towards team tools that will help you to improve and develop these important skills.
Tools for Schools Center for Collaborative Education’s site with links to various tools and processes to support effective group and meeting facilitation.
Queensland Occupational Therapy Fieldwork Collaborative Part of being an effective educator involves understanding how adults learn best (Lieb,1991). Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasizes the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasizes more equality between the teacher and learner.
Yale Center for Emotional Intelligence Emotions drive learning, decision-making, creativity, relationships, and health. The Yale Center for Emotional Intelligence uses the power of emotions to create a more effective and compassionate society. The Center conducts research and teaches people of all ages how to develop their emotional intelligence.
Edutopia: 5 Simple Lessons for Social and Emotional Learning for Adults This site includes lessons that can be taken up by an entire staff or by an individual and are intended to build emotional awareness, self- management, social awareness, and relationship management.
Learning Forward Standards for Professional Learning outline the characteristics of professional learning that leads to effective teaching practices, supportive leadership, and improved student results. Learning Forward is the only association focused solely on the most critical lever in improving schools – building the knowledge and skills of educators. Through the Standards for Professional Learning, Learning Forward leads the field in understanding what links professional learning to improved student achievement.
National School Reform Network These NSRF activities were designed to help groups build the foundation of safety and trust necessary for a fully functional group. They allow participants to transition out of the usual working relationship structures, so that they can connect more deeply and collaborate more effectively.

 

Supplementary Documents

Next: Understanding and Implementing Standards

Back to On the Same Page 2.0 Home