takes teamwork to make the dream work

Christchurch, New Zealand October 2008

It takes team work to make the dream work

Freeville School

It takes team work to

make the dream

work!

With our powers combined

organised

completer finisher

ideas person

creative spontane

ous

good with routines

ReadyGet setGo!

Team Teaching Rm 7/8

Helen and Norman

Nau te rourouNaku te rourouKa ora ai te iwi

With your food basketAnd my food basketThere will be ample.

Paul Wilkinson

An idea is a new combination of old elements.

There are no new elements.

There are only new combinations.

Gordon DrydenOut of the Red

“ A team is a small number of people with complimentary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.” (Katzenbach & Smith, 1993)

Two or more teachers working together to plan, conduct and

evaluate the learning activities for the same group of learners.

Traditional Team Teaching

@Freeville• Team members meet to share ideas and

resources and plan the curriculum. • Teachers instruct classes

independently but share resource materials.

• Teaching different sub-groups within the whole group.

Team Teaching Classes for 2008

• Nicole and Tina, 49 Yr 1 and 2• Julie and Ib, 41 Yr 1 and 2• Norman and Helen, 56 Yr 3 and 4• Jenny and Wayne, 56 Yr 5 and 6• Paul, Bernice and Nicola, 70 Year 7 and

8

Freeville’s Team Teaching Model(based on the six models of Maroney(1995) and Robinson

& Schaible (1995)

• Traditional Team Teaching: Teachers share the instruction of content and skills to all students.

• Collaborative Teaching: Teachers work together in designing the course and teach by exchanging and discussing ideas and theories in front of the learners.

• Complementary Team Teaching: One teacher is responsible for teaching the content while the other takes charge of providing follow-up activities on related topics/skills.

• Parallel Instruction: Class is divided into two groups and each teacher is responsible for teaching the same material.

• Differentiated Split Class: Class is divided into smaller groups according to learning needs.

• Monitoring Teaching: One teacher assumes responsibility for instructing the entire class while the other monitors student understanding and behaviour.

Why are we doing this?

• To develop independent self managing students who are fully prepared for the challenges of secondary education and will thrive in a rapidly changing world. (Adaptable)

• To improve children’s attitude towards learning. (Motivated)

Desired Outcomes• Habitually reflecting on and evaluating

their learning. (Critical Thinking)• Able to manage learning without direct

supervision.• Aware of their own learning needs and

actively involved in setting goals and planning to work towards these goals.

• Getting increased access to teacher time through small group ‘micro-teaching’.

The nuts and bolts of team

teaching• Planning• Systems• Assessment• Interact

Student

review

Planning

• Students’ independent timetables(Year 1-2) (Year 5-6) (Year 7-8) Weekly Timetable

Students’ Timetables (Year 1-2)

Personal Responsibility

Year 3 and 4 timetable

Year 5 and 6 timetable

Students’ independent timetables (Year 5-6)

Students’ independent timetables (Year 7-8)

Systems• Areas and use of space• I.D Cards• Sign Ups• Workshops• Writing Process

Yr 1-2 use of space

Yr 3 – 4 Use of Space

Yr 5 – 6 Use of Space

Areas• Silent room and Group work room• Reading Nooks

Yr 1-2 checking in

Yr 3 – 4 Check

In

I.D. Cards

I.D. Cards

Writing Process

Sign Up (Yr 1-2)

Workshops in Year 1/2

• Writing – based on their goal• Inquiry – based on their choice

Workshops and Sign UpsYear 3/4

• Immersion workshops on a rotation basis. Get to sign up but then have to do rotation.

• groups are assigned to teachers, children are grouped depending on inquiry choices.

• Sports sign-ups – gets to choose what sport to play for term.

Workshops in Year 5/6

• Workshops for the immersion stage of inquiry (sign – ups)

• Individual or Group Inquiry – based on their question

• Athletics Academy

Sign Up (Yr 5-6)

Workshops in Year 7/8

Education is Everywhere

Sign up Follow individual interestInvolve parents and othersSmaller ratios

Self Assessment

and Reflection

Assessment• Conference with the children about

their learning• Self assessment and reflection• Learning Stories for reports• Student Led conferences

Reflection in Yr 1/2

Reflection in Yr 3/4Inquiry Learning Name:

Reflections.What Makes My Team PowerfulI liked doing:______________________________________________________

_______________________________________________________________________________________________________________

The thing I found the hardest to do:______________________________________________________

_______________________________________________________________________________________________________________

I worked: I enjoyed learning about what makes my team powerful: Next time I am doing an inquiry I will: learn more about the subject do more work do more research at home look for different ideas write down more things work better in groups or with my buddy make my work neater

•At the end of units.

•During Circle Time.

•To get feedback from the class.

Reflection in Yr 5/6

Reflection in Yr 7/8

Reflection in Yr 7/8

Reflection in Yr 7/8

Reflection in Yr 7/8

Student Review of Team Teaching

What Makes A Team Work

• “For a real team to form, there must be a team purpose that requires it’s members to work together to accomplish something beyond individual and end-products.”

• A team teaching partner must be someone possessing a “healthy psyche”. Someone who does not demand power or control as well as someone who is not defensive or easily offended.

• Effective teams consciously come to agreements about how to do business.

What we like about

Team Teaching• We are not academically isolated. We

work in a supportive environment with opportunities to ‘share the moment.’

• Efforts are acknowledged and feedback is forthcoming.

• Able to continually question ‘best teaching practice’ and share ideas to come up with the best approach or solution.

What we like about

Team Teaching• We are able to discuss issues

related to student achievement, motivation and behavioural expectations.

• We can learn from each other – it is like continually being on a professional development course.

What we like about

Team Teaching• There is an equal distribution of

the work load with sharing of tasks making time management more effective.

• More time available to observe students, conference individually or teach small groups.

Ehara taku toe he toa takitahi engari he toe

takatini.

It is by working together that we get the job done

well.

Contact Us• Paul Wilkinson• paul@freeville.school.nz

• Jenny Fraser jenny@freeville.school.nz