Effect Teams Build Great Schools
The difference between good and great schools is visionary leadership empowering capable and effective teams to inspire and support great teaching and deep learning.
Why is this Important?
In 2008, the district incorporated grade‐level teams in kindergarten through twelfth grade. Since their creation, differences in their effectives have emerged. Elementary teams are more successful with curriculum consistency and daily planning. Secondary teams are more successful discussing the needs of individual students and collaboratively meeting with parents. Although adjustments are made to team expectations and schedules, further clarity for teams is essential to address the critical learning needs of students by staff. These adjustments need to incorporate the different learning needs of each grade level.
| Key Questions |
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Does our team agree on grade‐level outcomes and are they accessible to students and parents? How can our team better utilize appropriate student data to support all learners? Do we make collaborative decisions on assessments, activities, and learning tasks? Do we know what resources are available and how to access them to support our teaching? |
Next Steps
- Grade‐level teams need to define clearly the grade‐level outcomes expectations for academic and the C3 skills.
- Teams must routinely compare student‐level data to outcome expectations for adjustments to instruction and learning tasks.
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Professional teams need the autonomy to modify core content and pace to best support student learning needs.
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Grade‐level teams need a clear pathway to request specialized training or other professional development specific to their needs.
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Specialty teams, outside the grade level, will support the transformation of the total school climate around excitement for learning and universal supports.