Chapter 2

1. C
CHAPTER 2:
CREATING INTENTIONAL
COLLABORATION
By: Kelsey Feeback

2. 5 Keys to Successful Team Meeting
1. Focus
2. Roles and Responsibilities
3. Structure
4. Process
5. Behaviors and Relationships

3. 1. Focus
• PLC meetings have more of a rich dialogue about student learning
• Teachers take on work to educate students to high levels of learning
• Looking at the Team Meeting Organizer (p. 35) under Focus are the following topics:
• SMART Goals
• Purpose
• Non-purpose
• Evaluation
• Objectives and Products
• Linking
• Clarifying and checking perceptions

4. *SMART Goals
• Reflected by data that shows a specific target area where your students need to improve
• Everyone must agree to the goal
• Must be specific, measureable, attainable, results-based, and time-bound
• Team goal must contribute to the school goal or school improvement goal
• Example of School Goal: 87% of students in grades 3-5 will score at either a proficient or
advanced level of performance in writing as measured by the 2008 CSAP.
• Example of Team Goal: 100% of students in grades K-5 will score proficient as measured by the
district writing assessment by May 2008.

5. *Purpose *Non-Purpose
• What will you accomplish during each
team meeting?
• Do not be afraid to say out loud, “What
are we focused on today?”
• Example: “Our purpose is to determine
interventions for students not reading at
grade level.”
• Different from what you expected to
happen in the meeting; hidden agenda
• Preventative strategy for becoming off task
• Use a gentle and firm voice
• Example: “Our non-purpose is to map out
the upcoming unit. Remember, we will
have time for that on Thursday.”

6. *Evaluation and Results
• What will your outcome look like?
• Be specific about your outcome
• Did your students achieve and perform?
• What evidence do we have?
• Best results are increased student learning and performing

7. *Objectives and Products
• What are the specific objectives of the team meeting?
• Identify a clear picture
• Examples of products:
• Writing rubric
• Common assessment for an end of a unit
• Curriculum map for Algebra 1
• Clarifies what exactly you want to achieve during your meeting

8. *Linking
• Link purpose of meeting to past work
• How much progress was made?
• What results occurred?
• Link to the past, present, and future

9. *Clarifying and Checking Perceptions
• Periodically ask questions such as:
• ”Are we working within our parameters?”
• “What is our charge?”
• Don’t hesitate to express that you want to do your best
• May need more information or clarification
• Effective teams check in the beginning and as they go

10. 2. Roles and Responsibilities
• Appointing people to specific roles helps the team move quickly
• Roles:
• Facilitator
• Helps the team more forward and create results
• Ensure there is a beginning, middle, and end
• Designs meeting and brings data for discussion
• Recorder
• Charts and takes notes
• Describes the purpose, what was accomplished, what was decided, next steps, and who will do it
• What does the team want to do next?
• Group Member
• Participates and uses effective communication
• Most Responsible Person

11. 3. Structure
• Includes all components considered to create an effective team
• Charts and visuals
• Placement
• Agenda
• Defining norms
• Decision-Making Process
• Evaluation of your results

12. *Charts and Visuals
• Visuals increase learning, group dynamics, attention and ownership
• Respect different types of learners
• Charts help organize ideas and allow for clarity

13. *Placement
• Move certain information off to the side
• Third Point Technique

14. *Agenda
• Keeps everyone focused and on track
• Describes content and process
• What activities will get the team to the desired result and your objectives?

15. *Defining Norms
• Behavioral guidelines and agreements about how we will work together
• Remind us about how we want to treat each other
• Help us take risks, work through issues and communicate well
• Helpful during conflict
• Examples of science team norms:
• Start and end on time
• Balance participation and share airspace
• Respect confidentiality
• Agree to disagree while we are in the room

16. *Decision-Making Process
• How will your team make decisions?
• What type of decision will you use?
• How will you know when a decision has been made?
• Teach the following types of decisions to your team, so you can have a shared understanding:
• Autocratic
• Consultative
• Majority
• Near or sufficient consensus
• PLC consensus

17. *Evaluation of your results and team
time
• Check to see if you’re on track
• Use a survey
• What did you do?
• Clarify the next meeting’s task
• Ask questions
• Checking shows you care

18. 4. Process
• Method of conducting meetings and engaging participants
• Series of actions that move teams closer to their goals
• Grounding and check: begin meeting with the focus and purpose of comments and then move to a
check-in
• Everyone participates from the beginning
• Ex: Ask name, expectations for today, and how you feel about being at the meeting
• Protocols and Tools: allow for deep thinking and saying what’s on your mind
• Honesty and clarity
• Ex: Think, Pair, Share, Go-round, Jigsaw, Forced-Field Analysis

19. 5. Behaviors and Relationships
• Working with our peers can be challenging, so practice what works
• Attend to both verbal and nonverbal communication
• Nonverbal
• Listen
• Pause
• Adjust your voice
• Adjust you stance and breathing
• Verbal
• Reframing
• Checking perceptions
• Paraphrasing
• Articulate your point of view

20. Working Together Effectively
• Interpersonal and communication skills combined with focus, roles and responsibilities, structure
and process help create a positive environment when collaborating with your team. Influence
through your behaviors and actions.
• Do not hesitate. Take initiative!
• “You can improve the quality of your relationships, your interactions and the student learning in
your school through your daily leadership.”