Georgias Graduation Dropout Prevention Project

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Georgias Graduation/ Dropout Prevention Project

• Building Systems to Help
• Students with Disabilities Graduate Part II

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Coaching, Teaming and Collaboration
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Have you ever been part of this team?

• No agenda is prepared
• Meeting starts late
• No time schedule has been set for the meeting
• No one is prepared
• No facilitator is identified
• No one agrees on anything
• No action plan is developed
• Everyone is off task
• Negative tone throughout the meeting

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Establishing a Foundation for Collaboration and
Operation

• Necessary first step
• Without this many schools cannot sustain
  long-term change

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Collaboration Effective Partnerships

• Embrace a true philosophy of partnership
• To partner implies a relationship between people
  in which each has equal status and a level of
  independence but also have implicit and formal
  obligations to each other

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Ingredients for Successful Teams

• Mutual trust and respect
• Shared goals and objectives
• Open communication
• Effective conflict resolution
• Equity of task distribution
• Consensus decision-making
• Ongoing problem-solving

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Critical Questions

• Critical questions that need to be addressed
• Who should be included?
• What guidelines will the team follow?
• What contributions will each person make?
• Who will perform which roles?
• How do we resolve conflict?

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Anything I can do, We can do better

• Team contribution
• Individual strengths
• Viewing all things objectively
• Productivity
• Reliability/Accuracy
• Consensus

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Teaming allows you to

• Look at old issues from a NEW perspective
• Explore the validity of first impressions
• Stimulate creativity
• Think outside-the-box
• Work smarter not harder
• Give and receive support from individuals with a
  common purpose

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Roles and Responsibilities
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Identify Team Member Roles

• Team leader - starts the meeting, reviews the
  purpose of the meeting, facilitates the meeting
  by keeping the team focused on each step
• Recorder - taking notes, transcribing the teams
  responses on flip chart paper, transparency, etc
• Timekeeper- monitors the amount of time available
  keeps the team aware of time limits by giving
  warnings (i.e., 10 minutes left)

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Activity 1 Roles and Responsibilities

• Identify at least four additional team member
  roles and define their responsibilities. Think
  of the needs of your team. Be creative!
• Participants will be asked to report out. Please
  be prepared to share your rationale for each role
  identified.

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Additional Team Member Roles

• Data Specialist- is trained in entering and
  accessing data from the data system
• Behavior Specialist- competent with behavioral
  principles and assists in analyzing data
• Administrator- actively encourages team efforts,
  provides planning time, feedback, and support
  initiatives
• Communications or Public Relations Representative
  acts as the point person for communication
  between the team and staff

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COACHES
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Coaches Attributes

• Active and involved team member
• Main contact person for the school-based team
• Have freedom to move across schools within their
  region
• Familiar with the processes, policies and
  procedures of their schools that may directly
  impact their responsibilities
• Attend all trainings with their respective
  school-based teams
• Facilitate teams throughout the process (i.e.,
  meetings, activities)

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Coaches Monthly Responsibilities

• Attend and verify Team meetings
• Attend monthly illuminate sessions
• Verify that the Team has given status report to
  school faculty at least monthly
• Verify activities for action plan implemented
• Verify accuracy of implementation of action plan
• Verify effectiveness of action plan
  implementation assessed evaluate and modify (if
  needed)
• Monitor data and make certain it is published at
  the school level and beyond if required

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Facilitating Team Meetings
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Coaches as Facilitators

• The coaches support their team by assisting
  efforts, helping to ease and smooth the
  implementation process.
• The coaches are careful not to step into the role
  of the team leader.

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Facilitating vs. Leading
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Team Meets Frequently

• During initial planning, teams may need to meet
  more often
• Team should meet at least once a month to
• Analyze existing data
• Problem-solve solutions to critical issues
• Begin to outline actions for the development
• of a plan

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Enhancing Meeting Success

• Keep lines of communication open with school
  administrators
• Administrator identifies how to free staff time
  for participation on the Team
• Clearly schedule meeting dates and times
• Administrators remind staff of the significant
  impact and ultimate success

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Activity 2 Administrator Support

• Securing administrator agreement for active
  participation and leadership in the
  implementation of the action plan is fundamental
  to its success.
• Administrative Support refers to initial attempts
  to promote awareness and support from new
  administrators, as well as on-going attempts to
  promote active participation on the team, support
  for the teams plans, positive communication with
  the entire school, and consistency throughout the
  year from experienced administrators.
• Please list four strategies you will employ that
  may be helpful in securing and maintaining
  administrator support.

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Team Meeting Agenda/Minutes
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Action Planning Implementation
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Critical Elements

• Establish a team/collaboration
• Faculty buy-in
• Identify/Establish a data-based decision-making
  system
• Implement action plan
• Monitor, evaluate, and modify

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Activity 3 Faculty Buy-In

• Obtaining faculty participation is not an easy
  task, if only for lack of time and other
  priorities, however Faculty Buy-In is vital for
  the successful implementation of the action plan.
  
• Faculty Buy-In refers to the level of commitment
  and agreement from at least eighty percent of the
  schools total faculty and staff for active
  support and participation in the development,
  implementation, and on-going evolvement of the
  action plan. The development and implementation
  of effective strategies and programs that prove
  to be successful when seeking commitment and
  agreement from faculty and staff is not a simple
  task, but is well worth the effort and is
  essential to the overall success of the action
  plan.
• Please list four strategies you will employ that
  may be helpful in securing faculty buy-in.

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Using your Action Plan

• Keeps a record of what has been completed
• Keeps a record of what needs to be addressed
• Critical Elements guide your process

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Monthly Meetings

• Pull data and determine areas needing
  intervention
• Decide on ways to decrease problem areas
• Decide next steps

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Activity 4 Interventions

• As you work with teams, you will always utilize
  the data to guide you in the decision making
  process.
• Please review the Strategy Attribute Worksheets.
  Assume that your teams data reflects the need to
  implement strategies within these 4 areas (i.e.,
  one area for each school in your region, for up
  to four schools).
• Record on the worksheet the potential goal
  identify a strategy utilizing some effective
  strategies listed list specific actions you
  would take as the coach to facilitate team action
  and next steps how would progress be measured,
  and identify possible barriers.

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Four BIG Barriers

• Staff Buy in
• Administrative Buy in
• Time
• Philosophical Differences

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Activity 5 Philosophical Differences

• Philosophical Differences refer to differences in
  peoples beliefs and values. Differing
  philosophies can affect buy-in, overall support,
  the extent and integrity to which staff use
  techniques, implement interventions, and overall
  school climate. Therefore, it is important that
  philosophical differences that may exist among
  faculty and staff, and especially among team
  members be addressed.
• Please list four strategies you would employ to
  effectively identify and address and
  philosophical differences among school personnel
  if the need was ever presented and team
  members. List two strategies you would utilize
  to address the need of school personnel and two
  strategies for team members.

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Lessons Learned

• Coaches are not always and necessarily team
  leaders, but you do however, LEAD the way as you
  support your team.
• Coaches are facilitators and your role is
  multifaceted.
• Teaming allows everyone to work smarter and not
  harder.
• Administrator support is key to the success of
  the team and to the overall implementation of the
  action plan.
• Faculty and staff buy-in is KEY! But
  philosophical differences must be addressed!
• Data are our most power weapon and data-based
  decision making must be embraced by all
  stakeholders.

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Thank You!
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Contact Information

• Sandra Covington Smith, Ph.D.
• sandras_at_clemson.edu
• NDPC-SD
• Clemson University
• 209 Martin Street
• Clemson, SC 29631
• Phone [phone]
• Fax [phone]