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Teams of Practice for Instructional Improvement
Teams of Practice...
The Purpose of the Teams of Practice Process is to:
Establishing a culture of acceptance and communication is essential to the development of these teams. Teachers examine multiple aspects of their own and their colleagues teaching practices.
Examples of practices that can be reviewed within a collegial team are:
Teams of Practice analyze and learn collaboratively.
These learning communities strengthen the school culture by creating what Sergiovanni calls "binding."This goes beyond bonding or affiliation. Members of these strong teams practice the art and craft of teaching in such a way that it is innately understood as the "way we do business" around here. Professional standards are part of the "Team" and team members are open and honest in their efforts to improve and support each others' practices.
There are three components in the Teams of Practice process. They are:
School Administrators, School Improvement Teams, School Leadership Teams, School Based Decision-Making Councils, and other such leadership configurations are encouraged to discuss and determine which component would be most helpful to their school.
Typically, each component (tools, process, and product) is presented and practiced in two-day sessions. Three delivery formats are available for Teams of Practice professional development. They are:
-All Staff Option: Two day professional development sessions presented to all faculty members by two CISC Certified Facilitators for each component (6 days total).Due to the interaction of participants during these training experiences, the number of participants in each session is limited to twenty. A minimum of 3 days of school visits for follow-up is suggested but not required with this approach.
-Train-The-Trainers Option:* Five day Train-The-Trainer session presented by two CISC Certified Facilitators to prepare lead teachers, department heads, team leaders, etc. to provide "in-house" training in each component for their respective departments. Four to six school visit follow-up days are suggested but not required with this training option.
-Small Group Pilot Option: Six-day professional development session for a designated pilot team of eight people. Two CISC Certified Facilitators will provide team members with training for full implementation of the three components. The team is expected to practice the components during the coming school year. It is strongly suggested that at least six days of school visit follow-up sessions be contracted for this training option.
* Most popular option.
For more information, contact Dr. Chris Wagner at email@example.com or by phone at