3.1 describe why teamwork is important in schools

How exactly does she facilitate? How can leadership rotate or be shared? I currently work with a fantastic team of instructional coaches, and we're thinking about this together.

I'm so grateful for this team! We're developing a facilitation rubric for coaches -- a tool that identifies and articulates the precise moves we make in order to develop a team that feels purposeful and safe for learning, and that leads to improved outcomes and experiences for the students we serve. We're hoping that this tool will be helpful in our own practice and that it could be useful to others.

In my next post, I'll share some of our ideas about the facilitation moves we make. In the meantime, please share in the comments section below your stories of working in effective teams and your thoughts about what makes a good team.

Why Does this Matter? Here's why I think we need to articulate our beliefs and practices about good teams: Strong teams within a school are essential to retaining and sustaining teachers. What Makes a Good Team? Here are some key characteristics that I believe make a good team: 1.

A good team knows why it exists. A good team creates a space for learning. Everyone within your team will know what the target goal is and work together to achieve it. Relationships between staff within your team will get stronger and you will feel valued and this will help build your confidence and self esteem. When you work together there is consistency therefore if a member of staff is absent then other staff members can cover their role.

Good communication is essential working as part of a team and team members can discuss particular children who they feel may be showing signs of problems or lack of understanding and all work together to find a way to help that child.

Within a secondary school the assistant is more likely to work within a specific department or a subject that you have a particular strength in. A clear understanding of your weekly and daily activities and tasks should be available through discussions with teachers and access to plans. These plans should also inform you of the roles and learning intentions of other adults. Within a primary school the purpose of the Teaching Assistant is to work with the class teacher and in many cases with other adults and assistants who may work together.

For example in the class there is another Teaching Assistant and I supported her too to plan and support the class activities, while the class teacher was preparing for meeting. It is important for all members of staff to understand their role and how it inter-links with other members of that team. Also communicating effectively with others is another important part of working well within the team. Where the methods of communication should be clear and consistent, so that all members of the team get to voice their opinions and feel their opinions are appreciated.

These opinions can be expressed in the daily meetings held for all members of staff and this gives a clear indication of how what you are doing fits into the school or team as a whole. To voice their opinions and feel their opinions are appreciated. It is essential to remember that all members are equally important and that each member has their own distinctive area of expertise, which should be respected as each individual has their own opinion and knowledge to bring to the team as a whole.

This will enable a good working relationship and show that you consider their opinions and expertise. As any sort of unbalance in the team can results in bad feelings or even resentment, this can quickly cause problems and unhinge the team from working towards the target objectives.

In my role I find others coming to me for advice, sometimes work or of a personal matter. Find all posts by Ruthierhyme. Thread Tools. The time now is PM. Contact Us - Silkysteps home - Archive - Top. User Name. Remember Me? Members List. Mark Forums Read. Many classroom environments employ the use of paraprofessionals, teaching assistants, student teachers and even parent volunteers to help with fundamental classroom exercises.

This assistance frees up the time for the lead teacher to focus on skills development and classroom management. To be effective, good communication and teamwork between the adults is vital to ensure that students are getting the time, attention and levels of instruction required. Typically, each adult in the classroom is tasked with carrying out specific duties and responsibilities in a collaborative manner. In many academic settings, teachers in different departments team up to ensure a continuity of instruction for students.