Session #5 Lets team up communication and team building

Kent Gerlach, Ed.D.
kgerlach@plu.edu
Seattle, Washington

Teamwork and collaboration is like a
JIG SAW PUZZLE but you don’t have
the picture on the front of the box to
know what it’s supposed to look like.
Sometimes, you’re not even sure if you
have all the pieces.
2(c) Kent Gerlach, Pacific Training Associates, 2018

THIS JOB IS A TEST
IT IS ONLY A TEST
If it had been an actual job you
would have been given further
instructions on where to go and
what to do.
--Kent Gerlach

Teamwork: Key to Success for Teachers
and Paraeducators
To be successful, the teacher and the paraprofessional
must view themselves as a team and partners in the
educational process. Input from all team members needs
to be solicited. Questions need to be asked and
answered. Ideas need to be shared. Teamwork doesn’t
happen by accident. It requires effort and commitment,
a willingness to accept the challenges of working
together. Teachers and paraeducators need to form a
"relationship" that is built on good communication and
mutual respect.

The Team:
Mrs. Beecher is the Teacher
Clara is her Para
and Mr. Slater is the Administrator
This is what we know about this team:
 All want to be recognized as a professional
 All of their roles have changed in the past 10 years

 All of them may not understand the change in their roles
 All roles have changed because the students have changed
 ESEA and IDEA have affected their role
 The inclusion of students with disabilities have changed
their role
 All have time pressures
 Mrs. Beecher, the teacher, is doing more paperwork and
less instruction
 Clara, the Para, is doing less clerical work and more
instruction
 All recognize the importance of working together as a
team

Definitions of a Paraeducator
NOTE: “Para” means along side of
A paraeducator is a school employee who assists and
supports teacher–directed instruction (Gerlach, K.,
2001)
Paraeducators are school/agency employees who work
under the supervision of teachers or other professional
practitioners. The certified professional is responsible
for the design, implementation, and assessment of
learner progress, and the evaluation of the effectiveness
of learning programs. (Pickett, 1989)

The paraprofessional is an employee who,
following appropriate training performs tasks as
prescribed and supervised by the
licensed/certified professional/ practitioner.
Paraprofessionals perform specific duties as
directed by the licensed/certified professional/
practitioner. The licensed/certified professional/
practitioner maintains responsibility for assessing
the learner and family needs, and for planning,
evaluating, and modifying programs. (IDEA
Partnerships Paraprofessional Initiative Report to
U.S. Dept. of Education, Office of Special
Programs [OSEP], December 2001.)

10
Role clarification is important!
(c) Kent Gerlach, Pacific Training Associates, 2018

Creating a Positive School
Environment: A Summary of Research
 Mutual trust and respect between the teacher and
paraprofessional.
 Clear definition of all paraprofessional roles,
responsibilities, and policy.
 A feeling on the part of all paraeducators that they
belong to the educational team. Their input is
important for team success.
The following is a summary of what research tells us about
effective paraprofessional teams.

 A climate where it is safe for both the teacher and
paraeducator to express feelings.
 A climate where team members receive recognition,
acceptance, and appreciation.
 A climate where individual differences, cultural
differences, and educational differences are respected.
 A climate where both teacher and paraeducator
establish helpful interpersonal relationships
(mentorship).
 A climate that expresses support, respect, and caring
for one another.
 A positive working climate where all staff are involved,
give input, and are goal oriented.
 A climate that supports staff development and
training.

Nine Characteristics of High
Performing Schools
Research from Washington State has shown there is no
single thing that schools can do to ensure student learning.
High performing schools do however, tend to have the
following nine characteristics in common:
• Clear and shared focus
• High standards and expectations
• Effective school leadership
• High levels of collaboration and communication
• Curriculum, instruction and assessment aligned with standards
• Frequent monitoring of teaching and learning
• Focused professional development
• Supportive learning environment
• High level of community and parent involvement

Defining “Team” and “Collaboration”
Individual Definition Individual Definition
A team is: A team is:
Individual Definition Team Definition
Collaboration is: Collaboration is:
Using the T.I.L.I. communication strategy, define “team” and define “collaboration.”
Keep your definitions simple and to the point!

TEAM
TWO OR MORE PEOPLE WORKING TOGETHER
TOWARD A COMMON GOAL.
THEIR PURPOSE OR MISSION IS CLEAR.

COLLABORATION
The defined process of team communication (the
process of how to work together).
It is the expectations we have for one another.
Collaboration is a general term that describes an
interactive process whereby persons with diverse
backgrounds and expertise jointly agree to work together
to generate creative solutions to mutually defined issues.
Mutual trust, respect, and open communication
characterize collaboration.

Ten Characteristics of Effective Teams
1. PURPOSE – Members understanding why the team
exists and is committed to accomplishing the mission of
the team. Team goals are clear.
2. PRIORITIES – Members know what needs to be done, by
whom, and by when to achieve team goals.
3. ROLES – Members know their roles in getting tasks
done and how to use the skills and expertise of each
member most effectively. Leadership is clearly
established.
4. DECISIONS – Authority and decision-making lines are
clearly understood.
From Business Research Journals

5. CONFLICT – Conflict or differences of opinion is dealt
with openly and is considered important to decision-
making and personal growth.
6. PERSONALITY TRAITS – Members feel their unique
personalities are appreciated and well utilized.
7. INPUT AND SUPPORT – Members are able to share
risky ideas and they give input into discussions. There is
a supportive atmosphere.
8. EFFECTIVENESS – Members find team meetings
efficient and productive and look forward to this time
together. Teams meet on a regular schedule.
9. SUCCESS – Members know clearly when the team has
met with success and share in this equally and proudly.
10. TRAINING – Opportunities for feedback and updating
skills are provided and taken advantage of by team
members.

Steps for Building on Effective Team
Development – The Team Building Process
Step 1: Establish team composition.
Step 2: Define the purpose and goals of the team.
Step 3: Clarify roles and responsibilities.
Step 4: Establish team rules (norms).
Step 5: Integrate individual personalities and strengths.
Step 6: Manage team performance (leadership).
Step 7: Evaluate team effectiveness.

A Team Must Have . . .
1. Mutual goals
2. Perceived need for interdependent working
relationship
3. Commitment to a team effort
4. Role clarification
5. Effective leadership
6. Good communication
7. Trust
8. Respect, recognition
9. Time to communicate
10. Support

Effective Teams, an Assessment
We are all in agreement about what we are to do here. Our
mission is clear. Goals are established. _____
The team shares a clear vision of what needs to be done to
accomplish the goals. _____
Roles and responsibilities of each team member are clearly
established. _____
The team leadership role is clear. _____
Team expectations are communicated in a climate of trust
and openness. _____
Answer yes, no, or needs improvement to the following questions.

The team knows each person’s role in any decisions that have
to be made. _____
The team is clear about what we expect from each other in
order to get the job done. _____
Team members keep one another informed of issues affecting
the team. _____
The team listens to each other’s ideas. Input is solicited form
all team members. _____
Team members are recognized and appreciated for the work
they do. _____
The team has a set meeting time. _____
The meeting time is effective and productive. _____
The team is productive and proud of our accomplishments
(team spirit). _____

Effective Teams are
Goal Focused
The best teams are also clear on their goals and how
each person contributes to reaching them. Clear role
clarification is a major part of the success of the team.

Leadership/Supervision
Leadership is a critical factor for team success. The
leader is always the teacher or another school
professional who has been designated as the
paraeducator’s supervisor. The supervisor's role is
similar to that of a coach. It involves assessing the
paraprofessional's skills and helping the
paraprofessional use them to the fullest.
paraprofessionals contribute more effectively when
they are "coached" and encouraged to make optimal
use of their strengths and resources. A supervisor
provides direction and ideas, helps identify
alternatives, raises questions, and supplies feedback.

What does it mean to “work under the
direct supervision of a teacher?”
Paraprofessionals providing instructional support
must work under the direct supervision of a
teacher 11119 (g) (2) (G) and 11119 (g) (3) (A). A
paraprofessional works under the direct
supervision of a teacher if (1) the teachers prepares
the lessons and plans the instructional support
activities the paraprofessional carries out, and
evaluates the achievement of the students with
whom the paraprofessional is working, and (2) if
the paraprofessional works in close and frequent
proximity with the teacher.

Developing Mission and Goal Statements
Teams are characterized by a common purpose and
mutually defined norms of behavior and conduct.
Purpose is frequently defined as your team’s
MISSION. Your team’s mission should include who
you are, what you will do, why this is your purpose,
and how it will be accomplished.

Common Terms Used in Mission Statements
Term Definition
Mission A statement of what the school district
or team is about and the unique
contribution it can make.
Goal A result to be achieved.
Objective A specific point of measurement that
the team intends to meet in pursuit of
its goals.
Strategy A set of rules and guidelines to assist
orderly progression toward a team’s
goals and objectives.
Plan A time-phased action sequence used
to guide and coordinate strategies in
pursuit of objectives.

Team Rules (Norms)
The norms of a team are the team’s common beliefs
regarding appropriate behavior for members; they tell, in
other words, the expectations of team members. All teams
have norms, set either formally or informally.
Team norms help a team maintain behavioral consistency
among its members. Norms cannot be imposed on a
team, but rather develop out of the interaction among
members. Norms are social products.

29
Make me feel important
(c) Kent Gerlach, Pacific Training Associates, 2018

Session #5 Lets team up communication and team building

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