the school district of philadelphia’s summer bridge workshop team development using single school...

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


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


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.


Single School Culture© Team Development – Teambuilding Psychology – Myers-Briggs Self-Assessment – 4 LETTERS

E Energy IN Get Info SF Decide TJ World-View P


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.


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.


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.


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.


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.


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

Needs Help Amateur Hour

Average Results

Effective Team

Professional Organization

Direction not clearCommunication weakDisagreements existUncertain decision making

Strategy exists/not clearCommunications unclearDecision making weak

A strategy and Plan existsSome communications is happeningMission and Vision is known

Strategy tied to vision and missionA communication plan existsResources are assigned

Strong strategy developmentConsistent communications at all levelsResources allocated timely

Stakeholders unknownMany factions existInvestments misdirectedTeamwork nonexistentFrustration high

Stakeholders identified but not coordinatedFrustration existsTeams are formingSome investment

Stakeholders are informedBarriers are being identifiedTeams are workingFrustration is turning to interest

Stakeholders are involvedBarriers are addressed and overcomeTeams are self directed and motivatedFrustration is minimal

Stakeholders are proactive in resolving issuesBarriers are treated as opportunitiesTeam interacts freely to improveNo frustration exists

Decision making is weakResource control unknownRoles and responsibilities uncertainPoor communications

Issues are surfaced to decision makersProcess for resources does not existSome communications flowing

Some issues are being resolvedA process for resources exists but decisions are not crisp or timelyRoles are being clarified

Process exist and being usedLeaders are engaged in resource allocationRoles and Responsibilities are clear

High discipline in resource allocation processScheduled meetings by leaders to resolve issuesRoles and responsibilities well knownA lean machine operating

1 2 3 4 5

Strategy

Alignment

Governance

Weak Execution Spectrum Excellent

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.


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


Single School Culture© Team Development

Thank you for your participation. Lani Carrow Work/Life Connection, LLC

[email protected]

484-919-6379

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