If we want to improve student achievement, critical acts are error analysis and then planning for re-teaching the content in a different way and with interpersonal norms of determination and vulnerability. Group error analysis and planning for re-teaching by teachers who teach the same content is a high-leverage activity to spend time on during team meetings. Without the principal making these practices a priority, they may not happen. But the principal alone cannot ensure this productive use of team time. The principal needs to make this job part of the shared vision of Common Planning Time that all the leaders in the building understand and participate in strengthening.
The first part of this chapter will make the case for error analysis and explain it as a premier investment of time. The second part will suggest other high impact tasks and uses of time besides error analysis and re-teaching. The third part will examine structure, skills, and operating procedures of high-functioning teams. The fourth part will examine the range of approaches (there are many of them) that leaders can use to move teams to higher levels. A final part will address how district level decisions and processes influence the school’s capacity to develop high-functioning CPTs.