Five Essentials for Collaboration

BY JULIE L. LATHER

What one person can do alone is multiplied exponentially when a group of people gather together to effectively tackle a question or problem. With the correct essentials, collaboration can move an organization forward.

FIVE ESSENTIALS OF COLLABORATION INCLUDE ESTABLISHING:

1. Norms and values of how the group will operate 2. A framework/agenda/outline to maintain focus 3. An opportunity for group members to share ideas 4. A method of turning ideas into actionable steps 5. A summary tool that includes outcomes for each action step

STEP 1: NORMS AND VALUES

Norms and values allow a team to agree on what will guide daily work. Guidance statements such as, “we will start on time,” and “everyone will have a voice,” give group members clear expectations for operating. Begin establishing norms by having each individual write on a sticky note or index card what they want and do not want to happen in team meetings. Examples are: “I want our time to be productive,” or “I do not want to talk about things that are not focused on students.” Next, group the statements into categories such as statements related to time and statements related to the work. Narrow the categories down to three to five groups. Then, write a one-sentence statement that captures the collective sentiment of the team. In the end, you should have a minimum of three sentences and a maximum of five sentences that reveal the how you will operate. These norms should be at the top of every agenda at every meeting.

Values state what a team believes. Look for answers to the following questions: What are we about every day? What does our team want to strive for? What is most important to our students? What is most important to us? Use the answers to these questions to create a Team Mission Statement. For example, “Our team agrees to put students first, set high expectations for all, and respect diversity.

STEP 2: FRAMEWORK FOR FOCUS

After norms and values are established, then teams need to discuss a framework for focus that will outline the meeting roles and parts. Choosing a format will be necessary. What format do we want for our meetings? One format example could be a literature circle model. Each person takes on different roles such as Note Taker, Discussion Director, Time Keeper, Data Technician, and Accountant. Another format example is the traditional model of a Team Leader facilitating an agenda that is shared prior to the meeting and followed during the meeting. At the end of the meeting, the agenda is completed by setting the future meeting date, articulating the steps that will be taken between meetings, and specifying what that needs to be accomplished for next time.

STEP 3: SHARING IDEAS

Everyone’s voice must be heard for all members to be engaged in the work. It is helpful for team members to have one or two minutes to reflect individually, then three or four minutes to reflect in a small group, and finally five to six minutes for small groups to share out with the larger group.

When ensuring that everyone speaks, use an item such as a tennis ball, stuffed animal, or marker for the speaker to hold. If a team member is holding the item, then he or she has the floor. If a team member is not holding the item, then he or she does not have the floor.

The conversation must be related to the topic. It is easy to wander from the focus. An effective leader is able to guide discussion using questions and gentle guidance. The Team Leader or Discussion Director will need to be assertive but kind. If there is a Time Keeper, then he or she must hold team members to time limits for sharing.

One stumbling block to sharing ideas is for team members to personalize their ideas. Then, he or she is offended when his or her idea is not chosen or revised from its original form. It is imperative that ideas are put on the table and belong to all. When all of the ideas belong to everyone, no one feels slighted.

STEP 4: ACTIONABLE STEPS

When establishing short-term and long-term goals, everyone should know the goals, objectives, and benchmarks. These should be visited at every team meeting.

Here are some scenarios that divide the work as so:

• One to two individuals work on the mini lesson and one to two individuals work on the small guided groups. • One to two individuals work on creating or gathering the materials needed and one to two individuals arrange the technology to be implemented. • One to two individuals work on differentiation for high, middle and low learners and one to two individuals create pre and post assessments.

STEP 5: SUMMARY

Goals should be based on all available data and aligned to a strategic plan. They should have a clear purpose, be measurable, and be in our control. Goals should focus on improving teaching and learning for the benefit of students.

Ask the following questions:

• What are we using to measure our goals? • What is our action plan? • What professional resources are we going to use to help us achieve our goals? • What is our timeline? • How will we support each other?

As previously mentioned, all available data should be considered. Examples of data could include, but are not limited to classroom data, report cards, progress reports, student surveys, parent surveys, students’ past standardized test data, and a teacher’s past standardized test data. Demographic data is also important but should not be used as an excuse for students not learning. All children can learn.

The action plan should include steps that we are going to take to meet the goals. These steps should include “doing” verbs that allow a deep dive into the data. It may include a list of question prompts that aim at discovering observations and conclusions beyond the surface.

Next, we need to consider the professional resources we are going to use to help us achieve our goals. Examples of resources are colleagues in the building, other teams in the building, other teams across the district, central office personnel, and colleagues outside the district. Other examples include professional texts, current research, and professional organizations such as the Ohio Association for Elementary School Administrators (OAESA), Association of Curriculum and Development (ASCD), International Reading Association (IRA), National Council of Teachers of Mathematics (NCTM), National Science Teachers Association (NSTA), and National Council for the Social Studies (NCSS).

Setting smaller deadlines keeps the team on track for achieving identified goals. Intervals of time between checkpoints should be set, and teams should be held accountable for meeting these. A grand plan will fall short if deadlines are not met.

Finally, we need to find and implement ways to support one another. For example, dividing the work of planning based on team members’ strengths and team members’ weaknesses is essential for success. Each time the team meets, progress on the goal should be recorded based on the measures that were established. Reflection can be the most important piece in moving the team forward toward meeting goals.

Additionally, team members need to consider what factors caused the goal to be met, partially met, or not met. Sometimes it is difficult to identify just one factor that is responsible. Analyzing the conditions that helped create success allows a team to repeat what works. Albert Einstein said, “The definition of insanity is doing the same thing over and over and expecting different results.” Do not let yourself and your team fall into this trap!

The team also needs to make decisions about what to do if students falter or what to do if they succeed. Both decisions are crucial. When students falter, then the team needs to consider if different instruction, another instructor, or a new assessment is needed. The last consideration should be the students themselves. If students display lack of effort or motivation, then it needs to be noted, because we need to discover why effort and motivation are lacking based on the instruction. When students are interested in what we are teaching, then they are motivated to participate. The secret to good teaching is making students feel like they are learning without knowing it.

Finally, if teams succeed and students achieve at high levels, CELEBRATE! Take time to intentionally recognize and value the efforts of the team. This short-term win can create an ever bigger long-term win.

If you are looking to create effective teams that successfully collaborate, then begin with the 5 essentials identified in this article. Next, step back and watch your staff members shine for students.

Julie Lather is the Principal at Oak Creek Elementary School in Olentangy Local Schools. She welcomes over 600 Kindergarten through fifth grade students each school year. Julie has served as the OAESA representative on the Educator Standards Board for the last 2 years and was recently nominated to another 2-year term. Julie has been a teacher, curriculum supervisor, assistant principal and principal for the past 31 years. She currently serves as the Vice President of the Olentangy Lion’s Club and belongs to the Association of Supervision and Curriculum Development. Julie strongly believes she has the best job in the world as an elementary principal. She works with amazing students, staff and parents that teach her new things every day. You can contact the author via email at julie_lather@olsd.us.