| Many hours of teachers' time are wasted in | | | | Time is precious. Do all of the people need to be |
| meetings. Many meetings are poorly prepared and | | | | there? Are the items on the agenda important to |
| run. Whilst you may not be responsible for calling | | | | all of the attendees or only a few? People feel |
| or chairing the meeting you can have a positive | | | | valued if you acknowledge how important their |
| impact on the effectiveness of meetings that you | | | | time is and don't expect them to attend for |
| attend. | | | | issues that do not affect them. |
| As your time as an elementary teacher is | | | | The following are key points for effective |
| committed to these meetings you need to be | | | | meetings: |
| proactive in ensuring that they are a good use of | | | | - Meetings should have a clear purpose and |
| your time. As well as ensuring that you are | | | | agenda |
| engaged and on-task during the meeting it is also | | | | - The agenda and expected outcomes should be |
| imperative that you keep others accountable. | | | | published at least 24 hours before the meeting |
| If a meeting has not been productive or effective | | | | - Reports or documents should be provided in |
| then it is important to reflect on why it hasn't | | | | advance of the meeting (again minimum of 24 |
| worked and help take steps to ensure that time | | | | hours before). |
| is more effectively used in the future. This | | | | - Meetings should be kept on track and in accord |
| includes tactfully talking to the person who | | | | with the agenda. |
| convened and chaired the meeting to review the | | | | - A time keeper should be appointed to keep |
| meeting's effectiveness. If you don't feel | | | | agenda items within the allocated time |
| confident raising the issue with them, perhaps you | | | | - Meetings need to be decisive - the actions |
| could print the following list and leave it on their | | | | arising out of a meeting should be recorded with |
| desk as a prompt. | | | | WHO is responsible and WHEN clearly noted. |
| I am not proposing 'opting out' of meetings. I am | | | | - Minutes of a meeting should be recorded (at the |
| encouraging you to be proactive and take some | | | | very least a summary of key points and |
| initiative in helping to ensure that meeting time is | | | | outcomes) and distributed promptly (within 24 |
| used effectively. | | | | hours). These minutes should be reviewed at any |
| Meetings have a place and a purpose. Generally | | | | subsequent meetings to ensure that meetings are |
| they are for the two way sharing of information. | | | | leading to actions and not just a lot of hot air. |
| This involves the opportunity to seek clarification | | | | Your time is valuable - don't just sit and become |
| or to have input. Are we consulting or informing? | | | | frustrated through countless inefficient meetings. |
| If we are informing is a meeting the best way, or | | | | If you are feeling frustrated, many others will be |
| could it be written in a staff bulletin, notice or | | | | feeling the same way. Be proactive and be part |
| email. | | | | of the solution, not part of the problem. |