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Fran Rees (1991) wrote How to LEAD Work Teams: Facilitation Skills. While this book was not written for the field of education, it has resources that can improve our collective efforts as curriculum developers.  Curriculum development is a collaborative effort and it requires multiple perspectives.  This article will describe how Rees’ book can help school districts as they continue to develop, revise and reflect on the curriculum in K-12 schools.

Our school district has embraced the professional learning community model.  A professional learning community consists of a group of teachers who meet on a weekly basis to identify what each student should know and be able to do.  In an elementary school, a team could consist of each third grade teacher in a building.  At the secondary level, a team could be all of the Algebra teachers in a high school.  Ongoing reflection and scheduled team meetings help teachers learn strategies which are effective.  Curriculum development and craft knowledge are shared in team meetings and through teacher blogs and emails.

Teaching is a profession where one teacher is assigned a classroom of students.  Traditionally, teachers have worked in isolation, preparing lessons for students and assigning letter grades based on student achievement of the determined learning outcomes.  Rees’ (1991) research shares how teachers should approach team meetings.

How to L.E.A.D. Teams

Leaders can use a simple four-step model: 

L  ead with a clear purpose
E  mpower to participate
A  im for consensus
D  irect the process

In the absence of a clear purpose or identified learning goals, students are not given the opportunity to learn essential concepts and skills which will prepare them for the next level of learning.  It is comfortable and safe for teachers to come to consensus when they meet.  Most teachers do not wish to end a meeting with conflict or a debate.  This model is not saying that teachers should avoid debate or that consensus is the only goal of a team meeting.  Teachers without a clear purpose and groups with a single leader may not be increasing student achievement simply by coming to consensus.  Another valuable chapter in this book is chapter three which is titled, Getting People to Work Together.  

As teachers begin to work together on building-level teams and district wide committees, team building skills and facilitation skills will become an important component of professional development.  We must keep in mind that teachers value collaboration, but the culture in education has taught us to work in isolation.

Additional Team Resources:

Five Dysfunctions of a Team

Professional Learning Communities

Purpose Driven Curriculum

References:
Rees, F. (1991). How to lead work teams: Facilitation Skills. San Diego, CA:
        Pfeiffer and Company.
 


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