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This guide is the second in a series of guidelines designed to be a framework for positive action at the school site and in the classroom through the High Schools That Work (HSTW) program, an effort to raise the achievement of career-bound students. It focuses on site-tested ways to organize new teams and rejuvenate existing teams. It recommends a team structure designed to help accomplish the goals of the HSTW program. The case for creating teams is followed by descriptions of team models designed for HSTW sites that consist of multiple schools working together or a single schools. Team organization guidelines set forth the membership, mission, and charges for the following single-school or multischool teams: overall site team, school implementation team, curriculum focus team, staff development focus team, guidance and public information focus team, and evaluation focus team. Suggestions are offered for the critical first 3 months during which the groundwork for successful teams is laid. A checklist for tracking team progress is provided. Keys to successful teams and a successful team leader are listed. A checklist for team players lists behaviors. A summary of problems and possible solutions concludes the guide. (YLB)

This guide is the second in a series of guidelines designed to be a framework for positive action at the school site and in the classroom through the High Schools That Work (HSTW) program, an effort to raise the achievement of career-bound students. It focuses on site-tested ways to organize new teams and rejuvenate existing teams. It recommends a team structure designed to help accomplish the goals of the HSTW program. The case for creating teams is followed by descriptions of team models designed for HSTW sites that consist of multiple schools working together or a single schools. Team organization guidelines set forth the membership, mission, and charges for the following single-school or multischool teams: overall site team, school implementation team, curriculum focus team, staff development focus team, guidance and public information focus team, and evaluation focus team. Suggestions are offered for the critical first 3 months during which the groundwork for successful teams is laid. A checklist for tracking team progress is provided. Keys to successful teams and a successful team leader are listed. A checklist for team players lists behaviors. A summary of problems and possible solutions concludes the guide. (YLB)

This guide is the second in a series of guidelines designed to be a framework for positive action at the school site and in the classroom through the High Schools That Work (HSTW) program, an effort to raise the achievement of career-bound students. It focuses on site-tested ways to organize new teams and rejuvenate existing teams. It recommends a team structure designed to help accomplish the goals of the HSTW program. The case for creating teams is followed by descriptions of team models designed for HSTW sites that consist of multiple schools working together or a single schools. Team organization guidelines set forth the membership, mission, and charges for the following single-school or multischool teams: overall site team, school implementation team, curriculum focus team, staff development focus team, guidance and public information focus team, and evaluation focus team. Suggestions are offered for the critical first 3 months during which the groundwork for successful teams is laid. A checklist for tracking team progress is provided. Keys to successful teams and a successful team leader are listed. A checklist for team players lists behaviors. A summary of problems and possible solutions concludes the guide. (YLB)

This guide is the second in a series of guidelines designed to be a framework for positive action at the school site and in the classroom through the High Schools That Work (HSTW) program, an effort to raise the achievement of career-bound students. It focuses on site-tested ways to organize new teams and rejuvenate existing teams. It recommends a team structure designed to help accomplish the goals of the HSTW program. The case for creating teams is followed by descriptions of team models designed for HSTW sites that consist of multiple schools working together or a single schools. Team organization guidelines set forth the membership, mission, and charges for the following single-school or multischool teams: overall site team, school implementation team, curriculum focus team, staff development focus team, guidance and public information focus team, and evaluation focus team. Suggestions are offered for the critical first 3 months during which the groundwork for successful teams is laid. A checklist for tracking team progress is provided. Keys to successful teams and a successful team leader are listed. A checklist for team players lists behaviors. A summary of problems and possible solutions concludes the guide. (YLB)

This guide is the second in a series of guidelines designed to be a framework for positive action at the school site and in the classroom through the High Schools That Work (HSTW) program, an effort to raise the achievement of career-bound students. It focuses on site-tested ways to organize new teams and rejuvenate existing teams. It recommends a team structure designed to help accomplish the goals of the HSTW program. The case for creating teams is followed by descriptions of team models designed for HSTW sites that consist of multiple schools working together or a single schools. Team organization guidelines set forth the membership, mission, and charges for the following single-school or multischool teams: overall site team, school implementation team, curriculum focus team, staff development focus team, guidance and public information focus team, and evaluation focus team. Suggestions are offered for the critical first 3 months during which the groundwork for successful teams is laid. A checklist for tracking team progress is provided. Keys to successful teams and a successful team leader are listed. A checklist for team players lists behaviors. A summary of problems and possible solutions concludes the guide. (YLB)