1. Kahalu’u School
The bus takes a pit stop to
refresh

2. Let’s check our systems
Professional development teams foster
collective responsibility for improved
student performance.” from Joellen Killion, Deputy Executive
Director, National Staff Development Council, Becoming a Learning School, Collaborative
Professional Learning Teams

3. Team’s must do’s
Align with rigorous state student academic achievement standards, related local and school improvement
goals.
Conduct among educators at the school, facilitated by well-prepared principals or school based coaches/
teacher leaders.
Engage teams several times per week in a continuous cycle of improvement.
Define clear goals based on rigorous analysis of data
Implement coherent, sustained, evidenced based learning strategies such as lesson study and the
development of formative assessments, that improve instructional effectiveness and student
achievement.
Support the transfer of new knowledge and skills to the classrooms through coaching or other
assistance.
Regularly assess the effectiveness of the teams in achieving goals, improving teaching, assisting
all students in meeting challenging state academic achievement standards.

4. Let’s Check the Map
(are we getting close?)
Where are we now?
Where do we want to go?
How would we know we have arrived?

5. Tune up the bus!
For 2nd quarter, have a focus:
Task - what is your team going to do?
Roles - Who will be responsible for doing what?
Timeline -When will you do it?
Outcomes - What results do we want to achieve?

6. We’re ready to roll!
Everyone agrees on the game plan:
Team organization looks/sounds like.....
Team engagement looks/sounds like.....
Teamwork looks/sounds like.....

7. Team Organization
All
members
are
present.
The
team
facilitator
has
the
agenda.
Teams
have
their
norms
visible.
Teams
have
their
plan
visible.
Teams
have
their
professional
learning
oals
visible.
g
Teams
have
their
student
learning
oals
visible.
g
Team Engagement
All
members
are
actively
engaged.
Teams
use
positive
communication
strategies.
The
facilitator helps
the
team
accomplish
its
work
without
being
directive
unless
the
work
the
team
is
doing
requires
it.
Team
members
contribute
equitably
to
the
work.
Team
members
treat
one
another
with
professional
courtesy
and
respect.
Teamʼs Work
Teams
are
focusing
on
an
identifiable
curricular
area.
Teams
are
focusing
on
instruction.
Teams
are
focusing
on
data.
Teams
are
focusing
on
assessments.
Teams
are
focusing
on
meeting
the
needs
of
specific
students.
Teams
refer
to
the
curriculum.
Teams
consult
external
resources.
Teams
discuss
the
purpose
of
the
meeting.
Team
members
assess
their
team’s
work,
their
own
learning,
and
student
learning.
Team
members
set
an
agenda
for
the
next
meeting.
Team
members
complete
the
meeting
summary.

8. The journey continues