___ Create Norms

___ Use an Agenda

___ Define Specific Task for Meeting

___ Define roles for Team Members

___ Active listening while others share what they are doing (Ask regularly “What is everyone doing in their classrooms”)

___ Have comfortable conversations about practices

___ Begin to move from individual to collective goals

___ Use a team approach to plan lessons

___ Different members take responsibility for sets of lessons and then share with the team

____ Focus of attention is on teaching and instruction

___ Focus of discussion shifted to learning (Ask “What is evidence of successful learning” and “What does mastery look like”)

___ Develop shared assessments 

___ Formative Assessments- Assessments for learning to drive future instruction

___ Requires standardization to allow for comparison between classes

___ Have complex conversations and productive wrestling with finding common ground

___ Frequent use of data analysis

___ Identify trends in student learning both strengths and weaknesses

___Analyze the appropriateness of the assessment and instruction (Ask “Are students learning what they are supposed to be learning”)

___ Separate the person from the practice to create a safe environment for analysis

__ Pose reflective provocative questions to the team and individuals

___ Explore Approaches to intervention and enrichment

___Team takes collective rather than individual responsibility for students success or failure (Our student vs my student)

___Identify and request professional development in differentiating learning for all students

___ Collaborate with other school personnel to best meet the needs of struggling students (Speech,SPED, etc.)

___ Evaluates instructional practice (Ask “Which practices are most effective with our students”)

___ Teachers observe in other classrooms to improve practice

___ Videotape instruction

___ Facilitates cross team conversations to create opportunity for practice and perspective