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Seating Instructions

Seating Instructions. Please sit where your name tent is provided and not necessarily with people you know. 2. Please introduce yourself as you join a table. . Collaborative Conferencing Training for Overton and Putnam County School Districts. Facilitators: Dr. John Peters

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Seating Instructions

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  1. Seating Instructions • Please sit where your name tent is provided and not necessarily with people you know. 2. Please introduce yourself as you join a table.

  2. Collaborative Conferencing Training for Overton and Putnam County School Districts Facilitators: Dr. John Peters Dr. David Schumann Ms. Janel Seeley Mr. Mark Travis Ms. Berta Ward

  3. Session 1 Introduction to Collaborative Conferencing Training

  4. Common Terms & Acronyms • “PECCA” – Professional Educators’ Collaborative Conferencing Act • “CC” – Actual Process of Doing Collaborative Conferencing • “IBCPS & RP” – Interest Based Collaborative Problem Solving & Reflective Practice

  5. Exercise 1 • What questions remain about CC, CC training, or PECCA? • Please generate these at your table, record, and report out.

  6. What is PECCA? • Statement of Purpose: • “[T]o recognize and adopt the principles and techniques known as interest-based collaborative problem-solving for use in conferences conducted pursuant to this part.” • Training: • Program developed pursuant to requirements of Act. No collaborative conferencing is to be conducted until training program implemented.

  7. Subjects of Conferencing • Salaries and wages • Grievance procedures • Insurance • Fringe benefits (not including TCRS or local early retirement incentives) • Working conditions (not including those prescribed by federal or state law, private act, or state regulations) • Leave • Payroll deductions (except those for political activity)

  8. Conferencing Subjects Excluded • Differentiated pay plans or incentive compensation programs • Expenditure of grant funds expressly designated for specific purposes • Professional evaluations conducted pursuant to state or federal law • Staffing decisions relating to innovative educational programs • Personnel decisions relating to assignment of professionals, filling vacancies, transfers, reductions-in-force, etc. • Payroll deductions for political activities

  9. University of TennesseeInterest-Based Collaborative Problem Solving & Reflective Practice Model(please refer to packet)

  10. Training Road Map

  11. Training Road Map • Day 1: • Terms, Overview and Understanding of IBCPS & RP • IBCPS & RP Steps 1 - 3 • Exercises 1-6 • Day 2: • Review of RP Tools and Q&A • IBCPS/RP Stages 4 – 5 • Exercises 7-8 • Day 3: • Transition to CC activity with IBCPS/RP facilitators

  12. Exercise 2 • Two scenarios

  13. Session 2 Negotiation versus Interest Based Collaborative Conferencing

  14. Comparisons of Traditional Bargainingand IBCPS

  15. Comparisons of Traditional Bargainingand IBCPS

  16. Principles of IBCPS & RP • Focus on problems/issues and interests, not positions • Separate the people from the problem • Practice RP skills to enhance communication • Invent options for mutual gain • Share information • Strive for consensus

  17. Collaboration • Collaboration means that people labor together in order to construct something that did not exist before the collaboration, something that is more than and other than what a single person or group can do alone.

  18. Exercise 3: RP Survey Please fill out the survey. Don’t think too much, just quick reaction

  19. IBCPS & RP • Successful IBCPS is a function of effective communication among participants. • Debate and discussion are most common forms of communications and are often associated with position-based, win-lose approaches to conflict resolution. • In contrast, RP is a dialogical form of communication that works within a collaborative process to achieve consensus.

  20. IBCPS & RP • Dialogue promotes individual and group understanding, essential to collaboration. • The assumption is that collaboration based on mutual understanding leads to more satisfying results for all parties. • RP tools are used to identify and build on individual and group interests, viewpoints, values, needs, and contexts.

  21. RP Tools • Climate Building • Questioning • Listening • Focusing • Thinking • Acting • Facilitating

  22. Exercise 4: RP in Practice RP in Triads

  23. Session 3 Step 1 – Prepare for the Process What is the nature and purpose of the training?” “What ground rules should be adopted?” “How should we note consensus?”

  24. IBCPS Steps • Step 1: Prepare for the Process • Step 2: Identify Problems • Step 3: Identify Interests (related to a identified problem) • Step 4: Choose actions and then compare with Interests, make consensus decisions • Step 5: Develop a Memorandum of Understanding

  25. Exercise 5 • Developing ground rules for IBCPS & RP Training (full group)

  26. Decide on a Consensus Model – Fist of Five • Fist: A no vote – I need to talk more on the proposal and require changes for it to pass • 1 Finger: I still need to discuss certain issues and suggest changes that should be made. • 2 Fingers: I am more comfortable with the proposal but would like to discuss some minor issues. • 3 Fingers: I’m not in total agreement but feel comfortable to let this decision or a proposal pass without further discussion. • 4 Fingers: I think it’s a good idea/decision and will work for it. • 5 Fingers: It’s a great idea and I will be one of the leaders in implementing it.

  27. Assessment Please fill out the “Morning” assessment form (left side of your packet).

  28. Session 4 Step 2 – Identify Problems (and define) “What situation needs to be improved, developed or created?”

  29. Step 2:Agree on a List of Problems • Should be as complete as possible • Should not include a position, or disguised position • If possible, put problems in the form of a question • Perhaps jointly form list of problems • Some related problems can be grouped together • Party raising problem should be prepared to explain background and illustrate the problem • May need to discuss some problems prior to negotiations where additional information will be needed

  30. Exercise 6 • Problem identification, definitions • Please split into your school districts for this exercise.

  31. Session 5 Step 3 – Interest identification/ Analysis “What interests are overarching?” “What interests are situation specific?”

  32. Step 3: Identify Interests • Start with one issue • identify each party’s interests on that issue • Need to agree on order. • Listeasier ones first.

  33. Exercise 7 • Scenario: Teacher Evaluations • Affinity Exercise (break into school districts) • On each Post-it Note list an interest you have regarding this issue (one interest/Post-it Note) • Categorize on board or wall

  34. Homework Practice a RP skill 5 times before the next training session and keep a log of what happened in the dialogue.

  35. End of first day – Thank you!Questions or Thoughts?

  36. Assessment Please fill out the “Afternoon” assessment form (left hand side of your packet).

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