Module 3: Building Effective PLC Teams - Essential Questions
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- How are effective teams developed within a PLC?
- What are the qualities of effective teams?
- How do we know if our team is effective?
- Identify the characteristics of high functioning and effective teams
- Describe the stages of team development
- Assess the use of goals in a PLC
- Conduct effective meetings (agendas/roles/facilitation)
- Communicate the work of PLCs across school/district
- Use resources and tools that support collaborative inquiry, adult learning, and problem solving
- Assess the work of their team and determine next steps
- Consensus – requires that all members express opinions on any decision and agree that they can live with the decision that is being considered. Any decision a team makes should be judged on two criteria: how well the decision deals with the matter at hand and how committed the group members are in carrying it out. Consensus is most effective for incorporating different viewpoints and for creating discourse that contributes to a collaborative culture.
- Norms – A set of rules arrived at by group consensus designed to guide the behaviors of its members and establish a safe, ordered, and productive context for their work.
- Reflection – A process which involves mental concentration and careful consideration both individually and collectively for the purpose of generating new learning and/or deeper understanding. Teams take time to reflect by journaling,
using Dyad or Triad protocols and in individual written responses to the day’s work at the end of each meeting. “What’s one thing that made me think? What’s one question I have?”
- Trust Building – A process which aims to increase reliance on the integrity, character, and/or abilities of the members of a group and increases confidence in their ability to care for one another. A vivid picture of what should be / could be and might become used to guide actions in the present.
- School Culture – The organization, structure, and practices deliberately carried out to create a school climate. It also includes the norms established by the principal (or principal and teachers collaboratively) for professional interactions, and for expectations for student learning (standards stated or implicit).
- Faculty Buy-In – The degree to which a faculty supports a particular idea or initiative. Faculty buy-in is usually a function of the degree to which the idea(s) to be "bought" are understood by those who are being asked to "buy" them.
People will tend to buy-in when they have been invited to consider, reflect, and provide input as partners in the process instead of being told what they are to "buy.
- Protocols - A protocol consists of agreed upon guidelines for a conversation, and it is the existence of this structure — which everyone understands and has agreed to — that permits a certain kind of conversation to occur — often a kind of
conversation which people are not in the habit of having.
- Debrief – Making sure that each team’s agenda includes time to talk about its process, what it was like to be a member of the team? How did this protocol work for you? The debrief is only about process.
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