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Creating the Conditions for Successful Teacher Based Teams (TBTs)

Creating the Conditions for Successful Teacher Based Teams (TBTs). Preparing Teachers to Work Collaboratively by Deepening the Culture of Inquiry into the Classroom Individually: Scan pages 9 – 10. (3 minutes)

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Creating the Conditions for Successful Teacher Based Teams (TBTs)

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  1. Creating the Conditions for Successful Teacher Based Teams (TBTs) • Preparing Teachers to Work Collaboratively by Deepening the Culture of Inquiry into the Classroom • Individually: Scan pages 9 – 10. (3 minutes) • Table Groups: Discuss and record your prior experiences working in a team and identify the attitudes, behaviors and relationships that made the team successful or not successful. Use chart paper to record your responses. (5 minutes) • Table Groups: Thinking about the video, discuss the following questions and chart your responses: • What elements did you see that made collaboration effective? • What attitudes, behaviors and relationships among the team do you recall? • How does what you heard correlate to the information on your chart? (7 minutes) Ohio Improvement Process (OIP) Supplemental Resource Developed by State Support Team Region 9, Revised August 2010

  2. Creating the Conditions for Successful TBTs • Forming or Repurposing Building Teams • Individually: Scan pages 11-12. (3 minutes) • Table Groups: Using the structure chart on pages 11-12, discuss the common types of teams found in schools, including membership and purpose. Answer the following questions: (7 minutes) • How does each team differ in function? • How would you repurpose these teams to implement the Ohio TBT 5-step process? • Table Groups: Record, on chart paper, how you would repurpose 3-4 of the team (structures) you discussed. (5 minutes)

  3. Creating the Conditions for Successful TBTs • Creating Schedules and Routines That Support TBTs • Table Groups: Discuss the following questions and note some are to be recorded on chart paper: (10 minutes) • What benefits and opportunities will be created as a result of providing TBT time and routines? • What issues may surface as you discuss creating schedules and routines with DLT/BLTs, e.g., administrative support, redefining roles, policies, compensation, time, bargaining agreement language. Chart Responses. • What questions do you anticipate having as you work to establish/refine TBTs? Chart Responses. • Individually: Scan pages 12-14. (3 minutes) • Table Groups: Discuss additional ideas taken from the TBT guide. Add information to your chart. (2 Minutes)

  4. Creating the Conditions for Successful TBTs • Making TBT Meetings Purposeful • Individually: Scan pages 14-16. (3 minutes) • Table Groups: Using the agenda on page 15, generate the first meeting outcomes. Consider the role of the principal/building administrators in the first meeting. Chart responses. (8 minutes) • Table Groups: What would you as a TBT facilitator need to do with the teams to prepare for the first meeting? Chart responses. (4 minutes)

  5. Creating the Conditions for Successful TBTs • Defining Roles and Responsibilities • Individually: Scan pages 16-17. (3 minutes) • Table Groups: Discuss the following questions and record your responses on chart paper: (12 minutes) • What roles and responsibilities will team members need to assume? • What issues may surface as these roles and responsibilities are assumed?

  6. Creating the Conditions for Successful TBTs • Communicating Plan Indicators and Providing Available Data to All Teachers • Individually: Scan pages 17-19 (3 minutes) • Table Groups: Brainstorm a list of data resources a TBT could use with the five step process. Chart responses. (5 minutes) • Table Groups: Discuss the obstacles that prevent teams from digging deeper into data. Chart responses. (7 minutes)

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