Cultivating CM/Teacher Relationships in a Teacher Team

1. Cultivating CM/Teacher Relationships in a Teacher Team

2. Welcome and Objectives At the end of this session participants will be able to: Articulate the rationale and benefits of teacher teams, particularly in the DN/TDS model Understand the unique challenges and opportunities of integrating corps members into teacher teams, including strategies deepening teacher/CM relationships within a teacher team Connect with best practices in the field around teacher/CM relationship-building and incorporating instructional supports (coaches and Instructional Facilitators) and systematic supports (EWI) into this process

3. Agenda • Introductions & Welcome • Review Agenda • Warm Up Activity • Rationale & Philosophy of Teacher/Interdisciplinary Teams • Role of CY in Teacher/Interdisciplinary Teams • Panel Part 1 • Explore Team Supports • Panel Part 2 • Closing Activity

4. Warm Up Activity Share! Pair What's the most important thing to do when building a partnership or relationship with someone who works for a different organization/agency than you do?

5. Teaming in Our Schools Rationale and philosophy regarding the importance of teacher/interdisciplinary teams in urban middle and high schools

6. Teacher Teams DN schools encourage effective distributed leadership so that those in the school closest to the everyday realities of students and staff have the discretion and responsibility to make timely decisions on their behalf.

7. Teacher Teams • One tenet of effective distributed leadership is empowerment of teams of teachers who share a common set of students. • Students realize that their teachers know them and care about them.

8. Teacher Teams Teams of teachers work with a common and manageable set of students, with time built into their schedule for collaborative work and receive initial facilitation to guide their efforts.

9. Teacher Teams • DN teacher teams must have access to EWI data at least every two weeks so they can work collaboratively on lists of students who are showing signs of falling off track. • These teams must also have access to school and community resources so that they can provide the right intervention and/or support service to the right student at the right time.

10. The Role of City Year in Teacher/Interdisciplinary Teams

11. Building the Relationship(s) 3 Main Areas of Focus Hour 1 Teacher/CM Meet & Greets Orientation Sessions Regular Formal Check-ins Utilizing Informal Meetings Co-planning when Appropriate Reviewing Student Data Together Debriefing Regularly Teachers & PMs Using Data to Assess

12. Rinse & Repeat! On a Teacher/Interdisciplinary Team, a corps member may have to repeat this process with up to… 3 4 5 Different Teachers!

13. Rinse & Repeat – Again! On a Teacher/Interdisciplinary Team, a TEACHER may have to repeat this process with up to… 3 4 5 Different Corps Members!

14. Best Practices in Building the Relationship Together – CMs and Teachers should establish goals and benchmarks for each area of focus Doing this would be a great activity for a CM & Teacher Hour 1, or during the 1st month of working together

15. Best Practices in Building the Relationship Creating a calendar – and STICKING to it • Be extremely thoughtful about the first month • Build in as many opportunities as possible for building team, debriefing and catching early challenges/struggles • Hold CMs accountable for carrying out the schedule • Approach Administration, STF, Instructional Coaches and/or other teachers (if appropriate) if you are having trouble with a teacher sticking to the schedule

16. Common Challenges Short Group Brainstorm / Discussion • Get into groups of 3 • Select a recorder, a timekeeper and reporter • Brainstorm / discuss the most challenging issues / situations facing corps members and teachers when building relationships inside a teacher team • Select THE MOST challenging from your list • Report back on this issue/situation You have 5 minutes!

17. A Few Others to Consider • Schedule structure does not allow for CM/Teacher planning time • One teacher/CM pair may click really well, while that same teacher or same CM may not click with the others • Lack of data to make informed decisions/course corrections • Frequency of substitute teachers in classroom prevent CMs from developing strong relationship with certain teacher

18. Panel Part 1 – Building the Relationship

19. Teacher Team Supports – And how to utilize them to support strong Teacher/CM relationships

20. Best Practices in Building Multiple Relationships At the CORE is a Strong Teacher Team, with the Right Supports Instructional Supports Organizational Supports Teacher Team (4 teachers) 75-90 students Professional Development Data Supports Student Supports

21. Best Practices in Building Multiple Relationships Utilizing the Venues for Collaboration Amongst All Team Members

22. Best Practices in Building Multiple Relationships Utilizing the Instructional & Organizational Supports Amongst All Team Members Curriculum STF & Coaches Professional Development

23. Panel Part 2 – Utilizing Supports & Venues

24. Closing Activity • Get into a group with other people from your site. • If you are the only person from your site, sit in with another site that’s in your region • Complete two lists: List of questions to be answered before school starts, which – when answered – will help you and your TL foster solid working relationships between your CMs and Teachers Three Ideas you will take back to your site or school and how you will incorporate them into your service or CM experience

25. Learning Evaluation Surveys PITW # 83:  Give Immediate Feedback Follow the link in your email to complete the Learning Evaluation Survey. or If you did not receive an email, please go to the Summer Academy 2013 page on cyconnect. Select the “Learning Evaluations” link on the left side of the page and choose the appropriate survey.