Teaming
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Here at Central Middle School, all of our teachers are active members of a team. To better help you as parents understand just exactly what our teachers are doing as part of their teams, we thought it best to provide you with a lot of information about it. Hopefully this information will help answer any questions you may have about our teams as well as help you see how you and your child fit into teaming.
Teaming is vitally important to the middle school community. It is extremely difficult to make connections in such a large school environment. Teaming is essential in making large schools feel smaller and more personal. That can be accomplished when those working at middle schools spend their time, space, instruction, curriculum, and philosophies together. This relationship between teachers also directly affects their students.
It falls on the teachers' shoulders to take responsibility for these academic teams and the growth that occurs in them. Sara Davis Powell couldn't have said it better than in the book Introduction to Middle School: "An individual can make a difference; a team can make a miracle."
"One size fits all" does not apply to teaming. Teams can be organized in many different ways: between grade levels, between subject matter, etc. Many teams are formed where each teacher represents a different core subject, like: language arts, mathematics, science, and social studies. Other teachers that represent other disciplines such as arts, special education, and numerous resource teachers are also apart of different teams. At least two teachers are required to form a team but there really isn't much of a limit for how many teachers may be apart of a team. All that matters is that every member of the team is united for specific reasons and is there to support the others and plan together. We filter our teams by teacher expertise, the amount of space available to meet, the times that teachers are free to meet, based on the demographics of their specific students, or any other united factor.
Teams need enough time to plan and meet--not a very easy task for any teacher. Teachers use their curriculum planning time to meet with their teams. This is the time for teams to use their collective knowledge about each teacher's student needs, creating plans for instruction, and stability for these young adolescents.
Of course there are rules for teams--which are listed below--but there are also many other un-spoken expectations that are a necessity to follow to ensure that the teams run smoothly. For example, all team members are expected to show up on time and the time that teams spend together is focused on their goals. All team members should respect their peers along with their contributions, opinions, and anything else they bring with them to the meetings. This can all be monitored by an elected team leader. All membership expectations, purposes for meeting, and benefits for planning are listed below.
Teams need enough time to plan and meet--not a very easy task for any teacher. Teachers use their curriculum planning time to meet with their teams. This is the time for teams to use their collective knowledge about each teacher's student needs, creating plans for instruction, and stability for these young adolescents.
Of course there are rules for teams--which are listed below--but there are also many other un-spoken expectations that are a necessity to follow to ensure that the teams run smoothly. For example, all team members are expected to show up on time and the time that teams spend together is focused on their goals. All team members should respect their peers along with their contributions, opinions, and anything else they bring with them to the meetings. This can all be monitored by an elected team leader. All membership expectations, purposes for meeting, and benefits for planning are listed below.
Membership Expectations
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All team members should be:
- Participatory, carrying through with all team decisions
- Collaborative, even when things aren't going their way
- Pleasant, even when circumstances make it difficult
- Responsible, completing tasks and showing up on time
- Energetic, finding ways to do what's needed when it's needed
- Honest and trustworthy, avoiding talking behind teammates' backs
- Open-minded, willing to learn and try new strategies
- Caring, always putting student needs first
Possible Agenda Items for Team Planning - Examples
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* Information found in Introduction to Middle School by Sara Davis Powell; pg. 147, Figure 6.1 *
Benefits of Teaming
For Teachers
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FOr Students
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* Information found in Introduction to MIddle School by Sara Davis Powell; pg. 149, Figure 6.2 *
About our Team: "TeachersRock"
Just like all of the information that is presented in this section, the creators of this webpage are all apart of a team. "Teachers Rock" is a group of future educators from Illinois State University in Normal, IL. All of the members of Teachers Rock are in Dr. Ruth Wantland's TCH-233.01 Middle Level Education and the Young Adolescent course. We chose the team name of Teacher's Rock because we were all open to everyone's suggestions and we all wanted a team name that was fun. Although we do not have a formal motto, we are all united by this course and the philosophy of middle school. With this being an online course, we do not spend much time together face-to-face but we do spend a lot of time together on line communicating and working together. You can find a brief profile of each of the team members in charge of this webpage below.
Kathryn Bahler:
I am from a small town here in Illinois and have ALWAYS wanted to teach. I go about situations with a smile and I couldn't see living any other way! Some hobbies of mine include crafting, reading, decorating, and trying to cook (key word: trying ).
I am so excited to have the opportunity to work with these awesome educators through creating this webpage! =]
"Unity is strength . . . where there is teamwork and collaboration, wonderful things can be achieved." ~ Mattie Stepanek
Ciara Fischer:
I am from Rockton, Illinois and have wanted to be a teacher for as long as I can remember. I am currently a Professional Development School intern in Normal's McLean County Unit 5 where I am teaching first grade at Oakdale Elementary and fifth grade at Grove Elementary. I love reading and learning and making relationships with my students, whether they are 5 or 14. I love to read, paint, cook, tumble, cheer, and get involved in the Bloomington-Normal community in my free time. I am ecstatic to hear from and grow professionally through the creation of this webpage with other educators.
"If I have seen further, it is by standing on the shoulders of giants." ~ Sir Isaac Newton
Anne Look:
I grew up in a South Suburb of Chicago. I decided to attend the University of Illinois in Champaign-Urbana and graduated with a bachelors degree in Community Health with a concentration of Health Education in 2009. I have always loved education and decided to return to school to receive a second bachelors in Elementary Education. I am what some may say a life long learner. I love to spend my time teaching others. I am positive that my educational journey has led me to where I am supposed to be. I love adventure and love having the opportunity to try new things.
Veronica Lyons:
I grew up in Addison, IL, a town with a mixture of poverty and middle class families. Ever since I could remember as a child I wanted to help others. Growing up I developed a love for children and loved watching them grow, which is when I realized that I want to help children learn and become an elementary grade teachers. I am a senior at Illinois State University and currently enrolled in a student teaching program, PDS, Professional Development School through the university. I am student teaching in District 15 to a second grade classroom the entire year but currently taking a six week experience student teaching in an eighth grade class in the same district.
Kari Schaefers:
My hometown is Wheaton, IL, a West Suburb of Chicago. I grew up in a town where white middle class was the norm. I was itching to get out and experience diversity in college and student teaching. I chose to go into Elementary Education because since I was a child myself, I loved helping children learn and grow. My mom was also my inspiration since she was a teacher and is now the principal of an elementary school. I am currently a part of the PDS program which has allowed me to partake in a year long student teaching experience. My main placement is a 4th grade classroom with again not a lot of diversity. However, since October I have been in an 8th grade Social Studies placement which is extremely diverse and I absolutely love every second of it!
Team Rules
Just like with any sports team, our teams of teachers at Central Middle School have many rules and expectations. Every teacher has something new and special to contribute. Through their diversity, they are united for a common cause. These rules help everyone who is involved to stay focused on the task at hand as well as keep organization and give a sense of community. |
- Teams are expected to create a team name and a motto or purpose.
- Teams are expected to not only build ownerships amongst its' members but to also build enthusiasm.
- Team members are expected to spent time together productively to show that they care for and have a concern for each other and for their students.
- Team members must agree on a mutual philosophy. Once they have come to this consensus, team member must publicize and teach according to that mutual philosophy.
- Team members should take advantage of opportunities that they have in their schedules or that they could alter in their schedules to work together.
- Team members should group their students for instruction. These groups are not concrete; teachers should feel free to regroup students whenever they feel it is necessary.
- Team members are expected to work together to accomplish all of the items on their agendas.
- Team members should meet and confer with students and parents as a unit.
- Team members are expected to plan curriculum together. While doing so, they should also make connections between concepts and topics as they used varied instructional strategies.
Powell, S. (2011). Introduction to Middle School (2nd ed.). Boston, MA: Pearson.