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St. Johns County School District August 17, 2010 “Creating Professional Teaching Partnerships that result in maximum student achievement and rewarding teacher professional growth.”. Lead and Associate Teacher Partnership Training . Purpose.

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lead and associate teacher partnership training
St. Johns County School District

August 17, 2010

“Creating Professional Teaching Partnerships that result in maximum student achievement and rewarding teacher professional growth.”

Lead and Associate Teacher Partnership Training
purpose
Purpose
  • To investigate the Lead/Associate teacher relationship
  • To open dialogue that will explore the roles of a successful teaching partnership
  • To create a forum that facilitates the necessary query needed to ensure these successful teaching partnerships
  • To share research, best practices and ideas about co-teaching, team teaching and collaboration models
  • To explore suggestions for general communication, professional feedback and conflict resolution within this unique relationship
slide3

Exciting Possibilities

  • Another person to help address discipline/attention
  • Kids have more than one teacher to “click” with
  • A second person in the room to reach quiet students
  • “Help” with paperwork/planning
  • More small group instruction
  • More individualized Attention
  • Extra sets of eyes, ears and hands
  • More Collaboration
  • More opportunities for attention to details
  • More opportunities for RTI interventions
  • More flexibility for time management
  • Planning for a substitute
  • More ideas to bring to the table
  • More opportunities to meet the needs of every student in the room
  • Transition new students
  • Student teacher ration will improve
  • More opportunities to personally connect with students
  • More flexibility to meet the needs of students with special needs
  • Emergency situations
slide4

Potential Challenges

  • Potential power struggle
  • Kids playing one teacher against the other
  • Lack of Consistency
  • Personality and Teaching Style Differences
  • Sharing space
  • Role designation and teaching responsibilities
  • Larger class size
  • Sharing the responsibility and accountability for FCAT scores
  • Parent expectations
  • Letting go of students if the class is split due to enrollment
the role of the lead teacher
The Role of the Lead Teacher
  • Act as mentor
  • Collaborate
  • Help the Associate teacher as needed with guidance/feedback
  • Be accountable for lesson plans/ accommodations
  • Attend all extra-curricular events and parent conferences
  • Give Associate teacher support and act as a resource
  • Help the associate become part of the school culture
communication skills
Communication Skills
  • Clarifying-statements or questions which gain further information about how the other person is thinking
  • Perception Checking-statements or questions which gain further information about how the other person is feeling
  • Empathy-statements that identify with and express understanding of the feelings or motives of the other person
  • Concrete Examples-statements that refer to specific events or observed behaviors
feedback process
Feedback Process
  • Positive Feedback is VITAL and helps us earn the right to speak constructively and makes conflict resolution much easier.
  • Teaching is personal, and conflict is inevitable when one is discussing personal issues and fundamental beliefs. Avoiding conflict is a barrier to constructively addressing problems, finding viable solutions and planning for action. A trusting relationship allows for partners to openly discuss the issues and form common long-term goals.
  • Discussion, Cooperative Work, Observation, Feedback, Reflection, and next steps
  • Be prepared that this occurs both ways in this relationship.
types of feedback
Types of Feedback
  • Encouragement – Leadership IQ survey showed 67% of employees say they receive too little positive feedback from their employers/overseers.
  • Redirection – Used when someone is doing many things correct but may just need knowledge or information that will help them make some adjustments needed.
  • Stretch – Given when someone is doing well and you see there is the potential for even more. You want to challenge them with something just beyond their reach, yet they have the ability to achieve.
  • Reprimand – Usually after a redirection (or several) has not been successfully implemented. Needs to be given with clear expectations and directions so expectations can be met.
collaboration
Collaboration
  • Social interaction that deepens learning for students and teachers
  • Interpersonal support
  • Working smarter, not harder
  • A larger collection of skills & strategies

Collaboration is a process:

It involves several stages in their development as partners. Lead and Associate Teams will begin to know one another at deeper levels, get clear about their purpose/goals and ground rules, surface and address the inevitable conflict that such work elicits, and become effective at performing their work in a manner that satisfies both the task and their own interpersonal expectations.

teamwork
Teamwork

Successful student achievement and growth is an inclusive process. The saying is true…

Together Everyone Achieves More!

Think of the implications of two teachers, working together for student achievement. Twice as many opportunities for small group attentions, one on one interactions, and engagement, with half as many interruptions.

qualities of a trusted professional
Qualities of a Trusted Professional

Listening

No quick to judge

Professional attitude

Positive attitude

Personal relationship

Sense of humor

Be flexible

Support each others weaknesses and utilize each other’s strengths

Respect confidentiality

5 characteristics climate of trust
5 Characteristics: Climate of Trust
  • Respect: Value each other for your strengths. Recognize each others contributions.
  • Communication: Encourage open and honest communication. Be open to ideas, concerns, thoughts and feelings. Trust is developed when one can freely debate or question someone without the fear of hurting the relationship.
  • Sensitivity: Be patient and understand that we all have good days and bad days. We need the freedom to fail and grow.
  • Honesty: Follow through with commitments. Meet challenges head-on, don’t hide or masks difficulties, but collaborate to find solutions.
  • Patience: Conflict is natural and necessary. Through conflict we find solutions for change and improvement. Be patient and understanding that we are all constantly changing and growing.
building trust at work
Building Trust at Work

Trust in the Work Environment

The Language of Trust

Sincerity

Reliability

Competence

Care

types of potential issues
Types of Potential Issues
  • Lack of Knowledge
  • Lack of awareness that a problem exists
  • Inability to solve a known problem
  • Inability to see and use a variety of alternatives
  • A professional rut
  • Lack of communication
  • Lack of Planning Together and United Vision for Classroom Instruction and Student Achievement
  • Employee difficulties not associated with performance
  • Pride
  • Others
vital signs of success
Vital Signs of Success
  • Communication
  • Shared Vision of Classroom Procedures
  • Shared Plan for Instruction
  • Clear Delineation of Expectations
  • Communication
  • Mutual Sense of Ownership and Responsibility for the Classroom and Students
  • Desire to be open, to share,
  • to grow and to learn
  • Communication
next steps
Next Steps

Make sure each Lead and Associate Team

Decide when to discuss the vision, classroom layout, behavior structure, and expectations for each other.

Make sure your daily schedule has regular shared planning time together.

If you have questions or conflicts,

go to each other first.

Preserve your mutual sense of trust and loyalty.

If something is still unknown or unresolved,

go to your administration who will seek district support if needed.

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