0.1 1. performance is the new standard in the preparation of school  (Page 8/9)

The student must have a prior working knowledge of consensus to complete this assignment.

1. The student must have a working definition of consensus roles of behavior to determine the patterns of behavior within the group.
2. The student must have an understanding of how consensus is used in making group decisions.

Performance Requirements:

1. The student will submit a written analysis that describes consensus roles and behaviors that were observed during the meeting. Identify strengths and areas of concern for this team. A tabulation of consensus behaviors will be aggregated and submitted in chart form indicating observed behaviors: (a) raw score and (b) total percentage.

2. The student will debrief the team on its observed performance: focus on Task and Maintenance functions only. Include a summary of debriefing as part of the written analysis.

3. The student will write a growth plan that targets improvement in consensus decision making for the committee/team observed.

Activity #2: facilitating distributed leadership

Utilizing the knowledge gained from the previous observing consensus assignment the student will facilitate a group or team meeting utilizing the skills of consensus. The student will handle all aspects of organizing and leading a consensus group.

Organizational and Meeting Requirements: Utilize consensus decision-making as the method for organizing and leading a meeting devoted to an aspect of education. The book Rules for Reaching Consensus is a source book for learning the details, guidelines, and rules of consensus:

Saint, S. and Lawson, J. R. (1994). Rules for reaching consensus . San Diego: Pfeffer&Company.

Requirements:

1. The student will utilize another student from this class or train a member of the team to evaluate the student/facilitator’s consensus behavior in leading a team.) The student will submit a written analysis (including the tabulation matrix with percentage scores tabulated) that describes the consensus roles and behaviors observed during the meeting for the student/facilitator.

2. The observer will debrief the facilitator on the facilitator’s overall observed performance: focus on Task and Maintenance functions only. Include a summary of the debriefing as part of the written analysis.

3. The student will write a growth plan that targets improvement in the facilitation of consensus decision-making teams per the feedback obtained from the debriefing.

Click Here to Access Task, Maintenance, and Anti-Group Functions Tabulation Matrix

The educational team has become a fixture in K-12 education as an integral component of decision-making. In this performance assessment students learn the skills of decision-making in the context of the theory of distributed leadership. Each student will evaluate a decision making team utilizing an evaluative model for observing consensus behavior. The student is required to attend two educational meetings in a school district to assess professional behavior associated with the process of team decision-making. Within this requirement the student observes leadership behavior, analyzes it within the context of the culture of the organization, and reflects upon what has been observed. The student is then expected to perform as a facilitator of the observed group and critique his/her own performance as a leader.