The School District of
Philadelphia’s Summer
Bridge Workshop
Team Development Using Single School Culture
Lani Carrow, M.A.
Work/Life Connection, LLC
“The more you know, the luckier you get.”
The School District of
Philadelphia’s Summer Bridge Team
Training
● Introductions, Objectives, Definitions, Team Formula
● Needs Assessment Review
● Group Expectations Exercise
● Teambuilding Psychology - TYPE™watching
● Teambuilding Using the SAGE Factor™
● Single School Culture© Strategy – Summer Bridge Teams
● Alignment of Summer Bridge Teams via Shared Values – Why
Should We Align? What are the Risk Factors for Not Aligning?
● Governance – Summer Bridge Teams & Social Norms
● Execution – Summer Bridge introduces
Single School Culture to Students
● Next Steps – Action Plans
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Teambuilding
Objectives
Participants have the following
teambuilding objectives:
►To become committed to a
shared vision of your school’s
Summer Bridge teamwork;
►To appreciate & respect the individuals on their
school’s Summer Bridge team and their collective
role;
►To develop clear agreements about how Summer
Bridge school team members must conduct
themselves in coordinating with others;
►To enlarge their understanding of your school’s
Summer Bridge team works in achieving its vision.
The School District of Philadelphia’s
Summer Bridge – Group Exercise
In small groups, at your tables, please
answer the following three questions:
►How would you define the term TEAM?
►What makes working in a TEAM easier
that working alone?
►What makes working in a TEAM harder
than working alone?
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – What is a Team?
►A team comprises
a group of people linked
in a common purpose.
►A group itself does not
necessarily constitute a team.
►Teams normally have members
with complementary skills and
generate synergy through a
coordinated effort which allows
each member to maximize his
or her strengths and minimizes
his or her weaknesses.
►The more homogeneous the group, the more cohesive it will
be as a team.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Is your team
independent or interdependent – and what is the difference?
 Interdependent Teams:
►No significant task can
be accomplished without
help of other team members.
►Within the team, members
typically specialize.
►The success of every
individual is inextricably
bound to the success
of the whole team.
 Independent Teams:
►Matches are played and
won by individual partners.
►Every person performs
basically the same actions.
►Whether one player wins or
loses has no direct effect on the performance of the next player.
►Individual success = individual’s own efforts
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – The Five
Dysfunctions of a Team
►Absence of Trust
►Fear of Conflict
►Lack of Commitment
►Avoidance of Accountability
►Inattention to Results
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Popular Team
Dynamics Model – Bruce Tuckman, 1965©
►Forming:
Team meets,
learns about its
challenges,
agrees on goals
►Storming:
Different ideas compete
for consideration
►Norming:
Members adjust
their behavior to each other
and develop fluid habits
►Performing:
Team functions as a unit
to get the job done smoothly
without inappropriate conflict
or the need for external supervision.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Teambuilding
Psychology – Myers-Briggs Self-Assessment – 4 LETTERS
E Energy
N Get Info
F Decide
J World-View
I
S
T
P
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Teambuilding
Psychology – Myers-Briggs Self-Assessment - Explained
MBTI Letters – “Quickie” Preference Analysis








ENERGY
E’s (MBTI - Extroverts) prefer to get their energy from being with others. Being
alone drains their energy.
I’s (MBTI – Introverts) prefer to get their energy from being alone. Being in a
group of people drains their energy.
GET INFO
N’s (MBTI – Intuitives) prefer to get their information from their gut.
S’s (MBTI – Sensors) prefer to get their information from their five senses see,
touch, feel, hear, and smell.
DECIDE
T’s (MBTI – Thinkers) prefer deciding based upon objective (just the facts)
process.
F’s (MBTI – Feelers) prefer to make decisions based upon subjective (include
people) process.
WORLD-VIEW
J’s (MBTI – Judgers) prefer closure. A quick answer is better than no answer.
P’s (MBTI – Perceivers) prefer feedback. “What if..” is a continuous option.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Teambuilding
Expectations Exercise
 Each of you will take
a blank index card.
 On that blank index
card write down one “hope”
he or she has about this
teambuilding program.
 Request that the card be
passed around the group
in clockwise direction.
 As each card is passed on
to the next person,
he or she should read it.
 When the participant’s card comes back to its owner, each person will
have reviewed all of the cards of the group.
 At this point, we will have an open discussion of the “hopes” that have
emerged. Note the commonalities among the cards.
The School District of Philadelphia’s
Summer Bridge
Single School Culture©
Team Formula
 Define common goal
for the team;
 Have leaders who
support the team
concept;
 Find people who
complement each
other on the team;
 Ensure that the team members
and their leadership seek constructive assessment &
feedback.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© - Effective Team Communication
 Keep your thoughts,
feelings and reactions to
yourself – Yes or No?
 Let other team members
know when you like
or dislike something
they do – Yes or No?
 Let other team members
know when you are happy
or unhappy
about something they say
or do – Yes or No?
 Before agreeing or disagreeing,
check to make sure you understand
what other team members mean – Yes or No?
 Encourage others to let you know how they react to your behavior and
actions within the team – Yes or No?
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Overview – Defined By Dr. Alison Adler; Adopted by Dr.
Arlene Ackerman, Superintendent, School District of Philadelphia; Promoted by the
Pennsylvania Department of Education (PDE) through the Office of School Climate &
Safety
 A Single School Culture©
results in consistency
of both adult and student
practices related to
behavior, academics
and climate.
 We ask adults to choose
their practices to produce
real and observable
change in a time specific period.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – SAGE Factors™
Developed by John C. Carrow, © Carrow Consulting, 2009.
 S - Strategy
 A - Alignment
 G - Governance
 E - Execution
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development - Strategy
►Growth is driven by
motivators – being able
to drive new ideas is a
matter of investing skills,
feedback, process,
determination and speed.
►Every activity has the need
for a clearly articulated
strategy and mission
to drive the goals
of the organization.
►Preparing a strategy takes work – a good start defines the
objective and lays out the direction to achieve that
objective.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development - Alignment
►In defining a strategy
at any level, the key
to achievement
of strategy
is alignment.
►Alignment is not
for the few,
but most successfully,
alignment must spread
across
the whole enterprise
and may include stakeholders at all levels of the enterprise.
►Alignment is a process that shows its results in behavior
change.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Shared Values Build
Alignment
►Alignment involves targeted
professional development
by participating in scheduled
learning team meetings
that include:
►Articulation of academic targets
►Development of data stream
►Analysis of student data
►Analysis of student work
►Alignment of
curriculum/instruction/assessment
►Sharing strategies for corrective instruction
The School District of Philadelphia’s
Summer Bridge
Single
Single School Culture© - Team Development – Shared Values
►In small groups, share your
understanding (with each other) of Dr.
Arlene Ackerman’s adoption of the
Single School Culture© strategy.
►Define what a “shared value” is.
►Describe some shared values that you
have as Summer Bridge partners.
The School District of Philadelphia’s
Summer Bridge Single School Culture© Team
Development – Governance – Social Norms
►Governance is the glue
that sustains the direction
throughout the ever-changing
environment.
►Governance is a process.
It is a distillation of roles
and responsibilities as it
impacts on investment decisions
and coordinated leadership.
► Unless the governance process is defined and implemented
with discipline it will be ignored & replaced by haphazard
decision-making processes that will erode and minimize
strategy.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Governance – Social
Norms
►Define the term “Social Norm”.
►Associate Social Norms with School
Behavior, with Academics and with
Climate
►Describe some Social Norms that
currently exist within the School
District of Philadelphia.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development – Execution of
Strategy
►Execution of the
strategy using
alignment and
governance
confirms the cycle,
assuring that the
organization
will succeed
effectively.
The SAGE Factor™ Maturity Model
Execution Spectrum
Weak
Strategy
Alignment
Governance
Excellent
Needs Help
Amateur
Hour
Average
Results
Effective
Team
Professional
Organization
Direction not clear
Communication weak
Disagreements exist
Uncertain decision
making
Strategy exists/not
clear
Communications
unclear
Decision making weak
A strategy and Plan
exists
Some
communications is
happening
Mission and Vision is
known
Strategy tied to vision
and mission
A communication plan
exists
Resources are
assigned
Strong strategy
development
Consistent
communications at all
levels
Resources allocated
timely
Stakeholders
unknown
Many factions exist
Investments
misdirected
Teamwork nonexistent
Frustration high
Stakeholders
identified but not
coordinated
Frustration exists
Teams are forming
Some investment
Stakeholders are
informed
Barriers are being
identified
Teams are working
Frustration is turning
to interest
Stakeholders are
involved
Barriers are
addressed and
overcome
Teams are self
directed and motivated
Frustration is minimal
Stakeholders are
proactive in resolving
issues
Barriers are treated as
opportunities
Team interacts freely
to improve
No frustration exists
Decision making is
weak
Resource control
unknown
Roles and
responsibilities
uncertain
Poor communications
Issues are surfaced
to decision makers
Process for
resources does not
exist
Some
communications
flowing
Some issues are being
resolved
A process for
resources exists but
decisions are not crisp
or timely
Roles are being
clarified
Process exist and
being used
Leaders are engaged
in resource allocation
Roles and
Responsibilities are
clear
High discipline in
resource allocation
process
Scheduled meetings
by leaders to resolve
issues
Roles and
responsibilities well
known
A lean machine
operating
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3
4
5
The School District of
Philadelphia’s Summer Bridge
Single School Culture© Overview – Defined By Dr. Alison Adler; Adopted by Dr.
Arlene Ackerman, Superintendent, School District of Philadelphia; Promoted by the
Pennsylvania Department of Education (PDE) through the Office of School Climate
& Safety
 A Single School Culture©
results in consistency
of both adult and student
practices related to
behavior, academics
and climate.
 We ask adults to choose
their practices to produce
real and observable
change in a time specific period.
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Overview – Using the SAGE Factor™
Strategy
 Timing for Single School
Culture for Summer Bridge
Alignment
 Why Should We Choose It?

Risk Factors for Not Choosing It?
Governance


Social Norms Dictate
What If We Fail?
Execute

Build SSC in Summer Bridge
through Team Involvement
The School District of Philadelphia’s
Summer Bridge
Single School Culture© Team Development
Thank you
for your
participation.
Lani Carrow
Work/Life Connection, LLC
[email protected]
484-919-6379