Professional Development to Practice
Collaborative Data Teams
Norms
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Introduction to Missouri Collaborative Work
Use Getting Started Guide to determine starting point and scope of learning
Getting Started
Focus Areas
Collaborative Work Training
Wrap Up Activity
Follow-up to Training
Collaborative Data
Teams (CDT)
Overview and
Purpose
Collaborative Teams
Effective Teaching/
Learning Practices (EP)
Common Formative
Assessment (CFA)
Overview and
Purpose of CFA
Overview and
Purpose of EP
Agendas
Communication
Norms
Roles
Advanced
Processes
Assessment
Assessment
Capable
Capable
Learners
Learners
Spaced
Spaced
versus
versus
Massed
Massed
Reciprocal
Teaching
Feedback
Data Team Process
Steps Sequence
and Examples
Quality
Assessment
Design
Selected
Response
Items
Consensus
Collaborative Skills
Protocols
Activity: Wrap
Up/Overview of
Next Steps
Overview and
Purpose of DBDM
Developing
Meaningful
Learning Targets
Foundational
Processes
Activity: Wrap
Up/Overview of
Next Steps
Constructed
Response
Items
Performance
Events
Activity: Wrap
Up/Overview of
Next Steps
Follow-Up Based on Data: Coaching and Revisiting PD
September 2013
Data-Based Decision
Making (DBDM)
1. Collect and Chart
Data
2. Analyze and
Prioritize
3. SMART Goal
4. Instructional
Decision Making
5. Determine Results
Indicators
6. Ongoing
Monitoring
Activity: Wrap
Up/Overview of
Next Steps
School-Based
Implementation Coaching
Overview and
Purpose of
Coaching for
supporting
school-wide
implementation
Critical skills of
coaching
Coaching in
Practice
Activity: Wrap
Up/Overview of
Next Steps
Follow-Up Based on Data:
Coaching and Revisiting PD
Professional Development to Practice
Collaborative Data
Teams (CDT)
Overview and
Purpose
Collaborative Teams
Foundational
Processes:
Norms
Foundational
Processes
Agendas
Communication
Norms
Roles
Advanced
Collaborative
Processes
Consensus
Collaborative Skills
Protocol
Professional Development to Practice
Norms
Objective: Teams will effectively utilize norms in
collaborative work.
See Missouri Teacher Standards 8 (Professional Practice) and 9 (Professional
Collaboration); Missouri Leader Standards 2 (Teaching and Learning) and 3
(Management of Organizational Systems).
Professional Development to Practice
Meeting Norms
Begin and end on time
Be an engaged participant
Be an active listener—open to new ideas
Use notes for side bar conversations
Use electronics respectfully
Professional Development to Practice
Why Should We Create Norms?
Read over the quotes on the page.
Select one that resonates with you.
Stand up, Hand up, Pair up to find a
partner to discuss your choice.
Switch when directed to do so.
Professional Development to Practice
Essential Questions
Why do we need to use norms?
How might having norms improve the
effectiveness of collaborative teams?
Professional Development to Practice
Definition
Meeting norms are set ground rules or
expectations on how people treat each other at a
meeting, and as part of an ongoing team. These
are collective commitments, public agreements
shared by all members of the group.
Professional Development to Practice
Norms are…
simple, powerful statements about the way
meetings can be run.
commitments agreed upon collectively.
consistent reminder of fundamental meeting
guidelines.
focus on respecting all participants.
brief in number (Teams should focus on a few
critical norms rather than an extensive
laundry list).
Professional Development to Practice
Developing Group Norms-
Professional Development to Practice
Developing Team Norms
Write 5-7 ideas about how you would like to
see us work together
Pair share
Pair Square
Square Pair or/whole group
Collapse and select which ones are absolutely
essential to keep
Professional Development to Practice
Significance of Team Norms
When all is said and done, the norms of a group help
determine whether it functions as a high-performing
team or becomes simply a loose collection of people
working together.
Positive norms stick only if the group puts them into
practice over and over again. Being explicit about
norms raises the level of effectiveness, maximizes
emotional intelligence, produces a positive experience
for group members, and helps to socialize newcomers
into the group quickly. ( Goleman, 1998)
Professional Development to Practice
Implications for Student Learning
How does what we have learned about norms
impact student learning?
Professional Development to Practice
Now that we have norms…
Evidence
Copy of norms
Agenda with norms listed
Norms posted in the room, building, etc.
Norms mentioned in the minutes
Verbal reference in meetings
Professional Development to Practice
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
Co l l ab o r a ti ve D at a T ea m (C D T)
Unacceptable
Close to Proficient
Variation
Exemplary
(Skill is emerging, but
(Follow-up
Essential Functions
Ideal Implementation
Proficient
not yet to ideal
professional
Evidence
(All items are in place.)
proficiency. Coaching is
development and
recommended.)
coaching is
critical.)
Teams address each of the
Teams address each of the
Monthly agendas and
Monthly agenda
Agendas/Minutes
following at least twice
following at least monthly,
minutes show some but
and minutes
from each CDT
monthly, as evidenced by
as evidenced by agendas and not all of the four items
show none of the indicate areas of
Educators
agendas and minutes.
minutes.
are addressed.
items are
focus addressed.
collaboratively
1. Discussing data and
1. Discussing data and
addressed.
develop common
monitoring student
monitoring student progress
purposes and goals
progress
2. Identifying instructional
for improved
1
2. Identifying instructional
practices that result in
student outcomes
practices that result in
student learning
within a culture that
student learning
3. Identifying students
embraces
3. Identifying students
needing re-teaching
continuous school
needing re-teaching
4. Aligning instructional
improvement.
4. Aligning instructional
practices to academic
practices to academic
standards
standards
Teams meet weekly for approximately 45 minutes, with
Meetings occur regularly Meeting times
Building schedule
appropriate team members participating.
as scheduled, but for
are irregular,
for CDT meetings,
less than 45 minutes or
infrequent,
as well as minutes
Educators effectively
occur alternating weeks. and/or often
confirming fidelity
implement group
cancelled.
to schedule.
processes (agendas,
Teams utilize agendas which include:
Agenda include most
Agendas include a Agendas/Minutes
minutes, dialogue,
• Team/Group Name
recommended items,
few
from each CDT
2 and discussion,
• Date/Time/Location
but not all.
recommended
indicate areas of
Professional Development to Practice
Implementation Fidelity
Yes
1. Team meets weekly for approximately 45 minutes
2. Team agendas include all of the following.
• Team/Group Name
• Date/Time/Location
• Outcomes (includes required materials)
• Past items to review
• New items
• Celebrations
• Norms
• Next meeting date
3. Team minutes include all of the following.
• purpose for the meeting
• where and when held
• list of the attendees
• what was achieved during the meeting
• decisions made at the meeting
• actions that were agreed, include the action
itself, who it was assigned to, and the
completion date
4. Team meeting minutes are accessible to all team
members.
5. Team norms are established.
6. A team norm refers to valuing all team members’
input.
7. A team norm refers to being solution-oriented.
8. Team roles are designated and periodically rotate.
Partially No
If partially or no, please
explain.