This course will instruct participants how to foster greater interdependency among team members by helping them understand how to manage the different beliefs, behaviours and priorities that exist in their team. Teacher lead teams that communicate effectively and work interdependently improve student learning!
Workshop time: 9:00 am to 5:00 pm China time on both days, with tea and coffee service starting at 8:30 am China time.
Essential Question – What do I need to know and be able to do to lead a team that is working interdependently to achieve a shared purpose?
Over-Arching Goal – By the end of the workshop, participants will understand and have confidence to facilitate team meetings, identify team goals, as well as to develop and foster strong relationships with and amongst team members.
During this learning experience you will learn and practice how to excel in the following aspects:
- Understand and appreciate different leadership expectations.
- Practice effective communication skills.
- Gain awareness of self and others and how to manage the disparity.
- Learn how to facilitate effective meetings, ensure equity and foster interdependence.
- Understand your role during different stages of team development.
- Learn strategies to ensure your team works interdependently to achieve its goal.
- Learn to give feedback relative to the team goal.
The speaker will facilitate the workshop, meaning learning will be activated and reinforced through discussion and team planning, so participants must come prepared to talk about their teams and experience.
The facilitator will survey each participant to understand their expectations, assess their familiarity with the proposed content and identify case material for activities.
Every participant will be given Michael Iannini’s online self-guided book study: Hidden in Plain Sight: Realizing the Full Potential of Middle Leaders, from which they will be assigned at least 2 chapters of reading assignments for each module.
DiSC Workplace Behavioral Survey – Participants will complete the DiSC Behavior Survey prior to the workshop. Participants’ customized Behavioral Profile reports will be reviewed in the workshop and used throughout the workshop as a tool for developing greater awareness about self and other.
The DISC model groups four common behavioural patterns found universally in all people on earth. This simple four quadrant model is used to articulate the common ways that all human beings tend to act and communicate.
- DiSC provides a common language to help teams understand one another and work better together
- Develop awareness of self and other to improve communication
- Identify and hone key facilitation skills
- Improve confidence and influencing skills
- Reduce conflict and avoid misunderstandings
- Demonstrate capacity to devise and deliver a compelling value proposition
This program is divided into four (4) modules, 2 modules will be covered on each day:
Module 1 - Team Formation
Group norms are formed in the first meeting, whether you intend them to be or not, and once formed can be incredibly difficult to address in later stages of team development. This module will help you define your role as a leader, establish processes to facilitate effective team meetings and provide you the tools necessary to ensure your team is clear about its purpose and buys into the processes that will govern the team.
Essential Question: What do I need to know and be able to do to lead a collaborative team?
- Participants will explore the why, what, and how of collaboration
- Participants will learn how teams develop in stages and activities appropriate for each stage
- Participants will learn how to manage effective meetings, ensure equity and foster interdependence.
- Participants will use tools and strategies to establish group norms.
Module 2 - Collaborative Communication (DiSC) and Meeting Management
To be influential and capable of motivating disparate team members, team leaders must understand how to adapt their leadership style to accommodate the beliefs and behavioral patterns of team members. Participants will use their DiSC results to learn to adapt communication for different team members and use communication strategies to mitigate barriers to communication.
2-3 months into the school year group norms begin to get tested and members will begin to question their role on the team. The team leaders role at this stage should be more focused on reinforcing the purpose of the team, the role that each member plays and how to foster greater interdependency between each team member. Effective meeting management at this stage of the team’s development is crucial.
Essential Questions: How can I adapt my communication and leadership style to improve my influence and effectiveness as a meeting facilitator?
- Participants will explore and understand how to accommodate different beliefs about leadership.
- Participants will gain an understanding and appreciation of different work styles.
- Participants will learn how to manage 5 difficult team member behaviors.
- Participants will demonstrate assertive communication skills.
- Participants will assess meeting management practices and identify strategies to improve them.
Module 3 - Goal Setting
Establishing transformative team goals requires a team leader to first assess their team’s capacity for change. The capacity of a department to work interdependently towards achieving a transformative goal will largely be dependent on each team members’ capability of attending to the transactional aspects of their work.
All teams in a school will have a different capacity to collaborate transformatively. In this module participants will learn to assess their team’s capacity for working interdependently to achieve a shared goal. Participants will learn how to establish an effective team goal, in the form of an inquiry, that addresses the needs of each team member, the team and the school.
Essential Question: How do I align individual, team and school objectives into a transformative team goal, that my department has the capacity to achieve, and will improve student learning?
- Participants will assess their team capacity to work interdependently to achieve a transformative goal.
- Participants will be introduced to Sandboxing to insulate the team from outside influences that can undermine goal attainment.
- Participants will learn to facilitate effective goal setting processes that are inquiry based.
- Participants will understand that pursuing goals is an iterative process that requires periodic tuning.
Module 4 - Navigating Difficult Conversations
As team leaders or colleagues, we often come up against situations where difficult topics must be addressed. What do we know about the best strategies for those moments? What questions should we be asking ourselves before we speak? How do we challenge assumptions respectfully to ensure both parties are focused on realizing the same outcome?
This module draws upon research from several communication experts, to help participants understand why some topics have become ‘difficult’ and open their awareness to how untested assumptions can undermine collaborative communication. Participants will be introduced to strategies to surface and challenge their own assumptions, as well as given communication prompts to help them facilitate difficult conversations.
Essential Question: How can I challenge assumptions in such a way that I can preserve our relationship and broaden professional dialog?
- Participants will develop consultative communication skills;
- Participants will understand how assumptions develop and when gone untested undermine collaboration; and
- Participants will demonstrate the ability to test assumptions and facilitate professional dialog that broadens perspective.
Michael Iannini is ACAMIS's Leadership Development Facilitator, a Search Associates Partner supporting it’s members in China to improve Recruitment, Induction and Retention of Foreign Teachers, and an affiliated Council of International School’s (CIS) consultant with the following areas of expertise:
- Appraisal and Professional Development
- Leadership Training
- School Governance
- Strategic Planning
His journey in education began 26 years ago as a research assistant at Arizona State University’s Child Development Laboratory, where he was an early years educator and researcher. Since moving to China in 1999, originally as an Early Years Teacher, Michael has advised and trained the Boards and Leadership of hundreds of International Schools across Asia. His work has helped small and large schools facilitate real strategic planning, develop leadership across the school, implement best practices for human resource management, and design staff capacity-building programs for both academic and non-academic staff.
Michael's first book, Hidden in Plain Site: Realizing the Full Potential of Middle Leaders, is the foundation for all his leadership development work. Since writing this book he launched www.middleleader.com where he is regularly posting articles on school leadership and interviews with school leadership influencers.
Michael's exhaustive efforts to understand the needs and context that schools operate in have helped nurture a long and mutually beneficial relationship with ACAMIS’s network of schools. His work in China is also why Search Associates recently contracted Michael to support it's member schools in China to improve HR practices, focused on the Retention, Recruitment, and Induction of Foreign Teachers.
+86 10 8049 6008