Teacher Teamwork: How do we make it work? (ASCD Arias)

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About

Packed with strategies, tips, and activities you can quickly put into practice, this book shows how to build productive teams and intentionally create an environment of professional engagement in your school. Authors Margaret Searle and Marilyn Swartz organize the work into four key steps: (1) establishing guidelines and protocols, including drafting agendas and timelines; (2) managing and resolving conflicts, including giving honest feedback and building team morale; (3) refining decision-making skills, including creating win-win situations and improving flexibility and efficiency; and (4) building team capacity, including evaluating and sustaining teamwork. With the guidance in this book, you'll soon see the benefits that come from highly effective teams of teachers who powerfully focus on student results.

Introduction

Establish Guidelines and Protocols

Managing and Resolving Conflict

Refining Decision-Making Skills

Building Team Capacity

Conclusion

About the authors

Margaret A. Searle is the president of Searle Enterprises, Inc., an education consulting firm she's been running for over 30 years. She specializes in the areas of social-emotional learning, executive function development, differentiated instruction, inclusive education, and leadership team development, as well as in training teams to implement response to intervention and multitiered systems of support.

Her teaching experience includes preschool through 8th grade in both a general and special education capacity. Her administrative experience has been as a K–12 supervisor, a middle school principal, and an elementary school principal. She is an author and served as an advisor to President George H. W. Bush on elementary and secondary education issues.

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Marilyn Swartz is a national and international speaker. She is a consultant with Searle Enterprises working with school districts on response to intervention and multitiered systems of support implementation, research-based instruction that supports students of trauma, executive function, inclusive practices, differentiated instruction, co-teaching, and teacher collaboration. She also trains mentors for the Ohio Department of Education's Resident Educator Program and is an adjunct professor at Ashland University.

Her expertise on solving academic and behavior problems stems from many years teaching special education and general education students at multiple grade levels. She also spent years as a curriculum director and consultant for a special education resource center.