Getting started: the practicalities of facilitation
Page links: The process | The questions | Recording answers | The flowchart
The process
The process of developing a flowchart that accurately reflects the school's systems will only be effective if staff are included in its development and review. It also requires ongoing support that includes the necessary professional development to ensure the relevant elements of effective practice are established and maintained.
These elements include:
- early identification of needs
- teaching and assessment strategies
- collaborative teaming and problem solving
- internal referral, coordination, monitoring, and evaluation processes.
While it would be ideal for all staff to be included in the entire review process, it is recognised that the time required could be beyond the resources of most schools. An alternative may be to facilitate the review process with a small core team of people directly involved in the process (for example, principal, deputy/assistant principals, special education needs coordinator, guidance counsellor, deans, and senior teachers).
Once a draft flowchart is developed staff can be consulted either at a staff meeting or through syndicate/ teaching team meetings. It is essential that staff have opportunity to provide input and that their suggestions are taken into consideration.
The questions
The flowchart is created from answers to questions asked at each stage of the model. The questions listed at each stage of the model are intended as a guide only. It is hoped that they will prompt more questions and that the ensuing discussions will assist teams to identify areas for further development.
Most schools are amazed to discover, during the review sessions, that they already have in place a number of processes and strategies that have developed over time to meet needs. Often these have not been acknowledged or formally recorded.
Each stage includes questions that accommodate the processes that sit between each stage, and allow information to be transferred from stage to stage.
Recording answers
Two of the first tasks of the facilitator are to identify a scribe for each session and discuss the most appropriate way of recording the answers that will form the basis of the flowchart.
When working with small groups the scribe might record answers to questions in bullet points on 'post-its' that can be placed on a large sheet of paper. Using 'post-its' provides flexibility in organising the process into a flowchart as the process takes shape.
Group using 'Post-It' notes to record answers prior to creating the school's flowchart
When working with a larger group the scribe might record points on coloured sheets of A4 paper and use masking tape or magnets to place these in the form of a flowchart on a wall or a white board. This will enable everyone in the team to refer to the sheets during the discussion.
If the sheets are placed on a white board there is the option of experimenting with moving stages around, inserting and rubbing out arrows until the group is happy that the flowchart appropriately represents the process.
After each session, answers can be summarised and recorded online and filed in a private area to be accessed at later sessions. See Login for details.
The flowchart
Once the draft flowchart is complete, it can be typed up, enlarged onto A3 sheets, and used to elicit input from everyone on the staff.
Papatoetoe School staff reviewing the school's draft flowchart during a teacher-only day for the whole school