are groups of educators who have been taught to create and sustain learning environments for themselves. These learning environments are based on analyzing "what works for our students?". A belief that ALL individuals within the school can be active learners is an important component in establishing this concept.The Teams of Practice process assists in the development of what the National Staff Development Council refers to as a learning community. Teachers who want to improve their practice should be challenged, supported and empowered. Strong Teams of Practice provide a community of learners who support and challenge each other toward higher more efficient levels of performance.

THE PURPOSE OF THE TEAMS OF PRACTICE PROCESS IS TO:

Create collegial groups who can speak plainly about student learning.

Analyze student learning.

Create alternatives and/or eliminate obstructions to learning.

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:

Setting common standards for student work assessment and evaluation;

Setting standards for implementing teaching strategies;

Planning collaboratively to establish integrated units;

Observing classroom practices;

Coaching colleagues in teaching strategy implementation;

Monitoring student work as a "team";

Defining what is quality student work; and

Analyzing assessment and evaluation results.

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:

Differentiated Instruction (The Tools);

Peer Coaching (The Process); and

Analysis of Student Work (The Products).

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 or specialty 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 (20).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 (8) 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.

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