Faculty Meetings

From Dissemination

To Engagement

Jessica Lyons

MaryBeth Scullion

Rachel Wagner

City of Tonawanda School District, NY

Presentation

Overview

Traditionally, faculty meetings have been forums for information dissemination. A typical

meeting involves the faculty assembling together in a large forum, perhaps an auditorium,

where they sit passively listening to the administrator deliver state testing results, the building

budget, building issues, and a host of other managerial topics. The end of the meeting would

be reserved for teacher questions, concerns, or comments, which would usually turn into an

impassioned debate over whether or not to impose time limits at the copier. However, this is

probably not the most productive use of faculty meeting time, if we are to increase the instruc-

tional capacity of our teachers to meet the national academic standards. “Administrivia” should

be relayed via memo, weekly bulletin, or e-mail prior to each meeting.

Staff meetings should be devoted to the practices of teaching and learning. The goal is

to model the type of learning culture we envision for teachers and students: participatory, differ-

entiated, collaborative, and reflective. When faculty meetings are developed from this point of

view they become exciting, enlightening, and relevant to a teacher’s work. They encourage

impassioned professional conversations about teaching and learning, instead of the proper

way to staple papers to a bulletin board.

The purpose of this presentation is to inspire a paradigm shift in the way you approach

your faculty meetings. It is meant to spark new ideas and approaches in your leadership. Eve-

ry leader has their own style and every staff has a unique set of needs. The structure we offer

in this presentation is designed to be modified and adjusted to meet your individual needs.

-To change something, build a new model that makes the existing model obsolete.

Buckminster Fuller

Success

Steps

to

Pre-planning is the key to success when it comes to engaging faculty meetings.

Location. Location. Location.

Reserve a location that is conducive for active learning. People should be able to meet

in groups and get up to move freely about the room. In the event the faculty is too large

to be accommodated by any available room try splitting the faculty meetings into two

sessions.

Materials.

Place materials into baskets for groups to easily access as they work on

activities. It also makes collection at the end of the activity a breeze.

Some materials to include are: Post-It notes, markers, index cards, pens,

pencils, paper, etc.

Pre-seat groups.

Make name tents with the faculty names printed on one side.

They can be set out on the tables before the meeting starts. This

allows you to seat people with certain strengths each table, de-

partments together, mix grade levels, etc.

Miscellaneous.

Select upbeat/thematic music to play as faculty enters.

Create surveys for teachers to complete when they enter.

Send out informative documents prior to the meeting.

Put teacher names on popsicle sticks for random drawing.

Give Teachers

A Voice We, as professionals, want to know that our input is valued. When we have the ability to par-

ticipate in the decision-making there is a sense of empowerment. The inclusion of teachers in the decision-making process is more apt to make them feel that things aren’t done to them rather they are being done with them. However, administrators tend to veer away from this practice due to the fact that open forum decision-making usually turns into impassioned debates where a consensus is rarely achieved. And, in the end, the administrator has to make the final decision giving the im-pression that “sides” are being taken. Therefore, school leaders make individual decisions to avoid unproductive debates and avoid creating fissures in professional relationships.

It is possible to include teachers in the decision-making process without the negative fallout. The utilization of data gathering programs allows teachers to vote and see the results of the majori-ty. This methodology puts the responsibility on the teachers to make the decisions based on their profession experience about what works best for them, parents, and students.

Poll Everywhere.

This is a free on-line program that allows participants to use their phones or com-

puters to vote remotely. The data is readily available to share with the faculty for

discussion and decision making.

Google Forms.

All you need to participate is a free g-mail account. A google form can be created

and e-mailed to the staff for completion. The results are available in a spread-

sheet that can be shared with the staff.

How could you use a survey in your faculty meeting?

_____________________________ ____________________________

_____________________________ ____________________________

Gett

ing

To

Kn

ow

You The observable interaction between people in a school is an indicator of school climate.

Teachers often work in isolation and only interact with a small group of the faculty members.

They are not aware of the other talents, contributions, and perspectives that make up the organ-

ization. When teachers are given the opportunity to share personally and professionally positive

relationships are created, and they are more apt to take pride in their school. Start faculty meet-

ings with activities for members to learn about their colleagues personally and professionally.

Notes.

Teachers can write notes to other teachers expressing their gratitude for their ac-

tions. Gratitude has a positive effect making us feel more connected to one an-

other and boosts our own self-worth—both essential aspects of a positive school

climate. We use our mascot the “Warrior” to promote the “Warrior Way”. Teach-

ers that receive a Warrior Way card are entered into a drawing at the end of the

faculty meeting for prizes.

Who Said It?

Find out interesting facts about your staff. At the beginning of the meet-

ing, read facts about some of the faculty members and see if the other

members can guess the mystery person. This can be done in a Power-

Point slide.

Two Facts, One Fiction.

This is a Kagan Cooperative Learning activity. Each faculty member write two facts

and one fiction about themselves. The other members have to try to determine

which of the three statements is the fiction.

Behind Your Back.

In groups of three or four have one member turn his/her back to the oth-ers. For a set amount of time (e.g. one minute), the other members take turns saying positive things about that person, such as their character strengths, how they uniquely contribute to the workplace environment, etc. When the facilitator indicates that time is up, this process is repeated for the next member of the group, and so on, until each member gets a chance to hear their colleagues talking (positively) behind their back!

Building Instructional

Capacity The main purpose of moving from dissemination to engagement is to increase the instruc-tional capacity of the teachers. Traditional faculty meetings model the “sit and get” method. As administrators, we need to illustrate the practices that we value and expect when we observe learning. Research dictates that active learning increases high order thinking and deeper learn-ing of the content. Therefore, it would behoove us, as administrators, to model this practice dur-ing our monthly faculty meetings.

The decision for the purpose of the meeting will depend on a variety of factors, but deci-sions should be embedded in data. These data can be harvested based on observations/experiences. Data also allows to show that a particular strategy is working and is concrete evi-dence of success.

You notice that there has been an increase in students sent to the office for disci-pline. By tracking the incidents, you can share the data with teachers and structure faculty meetings to increase classroom management skills.

When observing teachers, time the number of minutes spent on teacher-directed

instruction. Share the average number of minutes students participate in “sit and

get” mode. Structure faculty meetings to include strategies for active engage-

ment to reduce the number of teacher-directed minutes.

The district has adopted a new teacher evaluation rubric. The teachers are hav-

ing difficulty discussing the domains. The faculty meetings could be used to ac-

tively involve the teachers in learning the new rubric and how their instruction

fits into each of the domains.

What topics might you investigate for your faculty meetings?

_____________________________ ____________________________

_____________________________ ____________________________

A Faculty Meeting Flipping a faculty meeting affords administrators the ability to disseminate information or

provide professional development. It really depends on your situation. If you are unable to

schedule a faculty meeting, flipping is a great way to still connect with your staff. On the other

hand, you may want to free up faculty meeting time for professional learning and use flipping of

getting important school information out to the staff. Whatever the reason, it is easy to do!

Select a Platform.

This is a program that allows you to upload the video you have created. The

teachers will go to this site to view the video.

Edmodo.

This free site allows you to set up groups for grade levels and departments to

share videos with the staff.

My Big Campus.

A paid site you can purchase for the teachers. Once they are members you can

share your videos.

Create a video.

There are many different ways to create a video. You can type in information,

record a voice over, and/or add video of yourself.

Screencast-o-matic.

You can record anything on the screen, use a voice recording, and add video wit

this free program.

Powtoon.

A free creative animation that allows you to type information on the screen for

people to read.

Camtasia.

A program you can purchase when you are ready to go beyond simple tech-

niques. It allows you to upload multiple videos, type text, and voice record.

Instructional Strategies

Two Facts, One Fiction

1. Each participant gets a sticky note/white board/half sheet of paper

2. They write two facts and one fiction (this can be an ice breaker about themselves or it can

be used for instructional content they just learned). They number as they write each response

as they go along.

3. Each participant will share. As the participant shares the other members hold up their fin-

gers to indicate the number they think is the fiction.

4. The participant reveals the correct answer and activity moves clockwise until all partici-

pants have shared.

Jigsaw

1. Divide participants into groups of 4 or 5. Label groups A,B,C,D,E. Provide each member with a note-taking sheet for each sub-topic area.

2. Divide the topic into 4 or 5 segments (depending on the size of the groups). For example, if the topic is classroom management, you might divide into the following subtopics: (1) tran- sitions, (2) setting expectations, (3) room organization, and (4) stream-line administrative tasks (i.e. passing back papers...while students sit idle). 3. Each participant will count off in their group (1,2,3,4), so that each person has a number. Reveal the numbered sub-topics. 4. The ones will go to one area and become “experts” on their sub-topic, the twos, three, and fours will go to different parts of the room. They will read, watch a video, discuss, answer pre-set questions, or whatever you have provided for them to learn about the sub-topic. 5. They will fill in information on their sheet corresponding with the number of the sub-topic group (i.e. (3) room organization...they will write the information next to the number 3 on the sheet. 6. Bring the participants back into their original groups (A,B,C,D). Each group will have a 1,2,3,4 to share all sub-topic information learned in the satellite groups. 7. The presentations will begin with number 1 presenting, while the others take-notes and ask clarifying questions.

Instructional Strategies Gallery Walk

1. Create a number sub-topics of about the current topic of study that correspond with the number of

groups (6 groups/6 sub-topics), and write each one on a piece of chart paper or on a white board.

Hang or place in various places around the room. (i.e. Charlotte Danielson Domain 1: Each piece of

paper gets one of the 6 domain sub-categories 1a, 1b, 1c, 1d, 1e, 1f).

2. Group participants so that you have the same number of teams as stations( in this example

there are 6).

3. Each group should start at a different station. Place markers at each station (you can color

code).

4. You can have the group add ideas, respond, ask questions , etc.

5. After three to five minutes, have the groups rotate to the next station. Participants read and dis-

cuss the previous group’s response and add content of their own. Repeat until all groups have

visited each station.

6. Let the groups go back the first station to read additions. Come back for discussion.

Pass It On

1. You will need a 10x13 inch envelope for each participant and a set of 5x6 index cards (equaling

the total number of participants in the group...40 people participating 40 index cards for each en-

velope).

2. Prior to the meeting, place an envelope in each staff members mailbox with the following in-

structions:

a.) If you were an animal what would you be....draw a picture of that animal on the top right

corner. For those of you who aren't artistically inclined (like myself), you can print one and tape it

b.) Name the animal.

c.) Identify a problem for which you would like to solicit outside suggestions. Use a marker to

write in the middle of the envelope that problem or situation. It might be anything classroom related:

it can be a disciplinary issue, an instructional situation, an organization question, a parent-

involvement issue. There are no restrictions.

The following are a few suggestions:

— I would love to do cooperative learning, but how do you keep all of the students on task?

— I can't get my students to come in and automatically begin their "bell work." What can I do to

make this a routine for them? I always have to remind them to get started on it.

— When I try to use manipulatives in math class, all they do is play with them. What can I do to get

them to focus more seriously on the activity?

— How do I get my students to show up for my detention?

Instructional Strategies Pass It On (con’t)

3. The staff will bring their envelopes with them to the next meeting or you may wish to collect them

ahead of time to ensure all envelopes are accounted for and lay them out on a table for pick up at

the faculty meeting. Pre-set the index cards at each seat.

4. Instruct the staff members to pass the envelopes clockwise. They should read the question on

the folder and use the index card to offer an “idea” detailing the steps to follow for successful imple-

mentation. Place the card in the envelope.

5. When the group of envelopes all have been responded to they should be placed in a pile in the

middle of the table.

6. The envelopes will pass clockwise around to the next table.

7. Continue until the envelopes have passed through all the tables or until the designated time

elapses.

8. Collect and place the envelopes on the table for pick-up as the participants exit the meeting.

Faculty Meeting Planning Page Example

Pre

par

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-List materials you will need

-Items that need to be created ahead of time (PowerPoint, survey, etc.)

- Music selection (to energize)

- Strategies you will use (Develop a forum for sharing and collaborating)

-Objective (Create a Focus Target and look for this in the classroom)

-Topics , sub-topics, data (Professional Learning)

Op

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Bu

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apac

ity

Sum

mar

ize

- Getting to Know You Activity (Building Relationships/Positive Climate)

- Share Survey Results (Teacher Empowerment Through Shared Decision-Making)

- Share the Classroom Applications of Strategies (Encouraging Professional Conversations)

- State the Objective (Provide Professional Focus)

-Introduce Learning Strategy (Model the Learning You Wish to See in the Classroom)

- Introduce the Learning Topic (Real World Application)

- Engage Participants (Activity Learning to Provide Practice and Feedback)

- Discussion Time (Opportunity for Professional Dialogue, Sharing, and Reflection)

-Stop and Think (Professional Reflection)

- Application (Exit Ticket: How Will I Use the Strategy in my Classroom?)

- Close (Sticky Learning : End with a Compelling Quote, Video, Clip, or Story)

Faculty Meeting Planning Template

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