🟩 1. Opening & Framing (Context + Purpose)
Say this:
“Thanks everyone. I know this reorganisation brings together people with different expertise, and that can feel both exciting and uncertain.”
“Let me anchor why this team exists.”
“Schools today are dealing with increasingly diverse learners — from students who need more support, to those who are progressing typically, to those who require stretch and challenge.”
“Our role as a team is to better support teachers in meeting these diverse needs — not in isolation, but as a coordinated system.”
“This means:
- supporting low-progress learners with stronger scaffolds,
- ensuring the majority are meaningfully engaged,
- and stretching high-ability students so they are not under-challenged.”
“Today’s session is about setting ourselves up to do this well — by aligning on:
- what we are trying to achieve,
- how each of us contributes,
- and how we work together as one team.”
🟩 2. Clarifying Goals (Make it Concrete + 6-month focus)
Say this:
“Let’s start by making this real.”
“Take 2 minutes to reflect:
- What would meaningful support for teachers look like in this context?
- What impact do we want to see in classrooms in 6 months?”
After sharing → you synthesise into concrete goals:
“I’m hearing a few clear directions:
- Teachers are better able to differentiate for different learner profiles
- There are clearer tools/resources to support diverse learners
- Students across the spectrum are more engaged and progressing”
“Let me propose a working goal:
👉 ‘In the next 6 months, we aim to support teachers to effectively design and enact differentiated learning experiences that meet the needs of low-progress, mainstream, and high-ability learners.’”
“Does this reflect what we want to achieve?”
🔥 Strengthen with deliverable (important for CSC context)
“What would be a tangible output of this?”
Guide them to:
- Differentiated lesson packages / SLS modules
- Teacher guides or playbooks
- Assessment + feedback strategies
- Case studies / exemplars
🟩 3. Clarifying Roles (Link to Expertise)
Say this:
“Now — to make this work, we need to leverage our different expertise.”
“Given this goal:
- Where do you see yourself contributing?
- Which learner segment or area might you take the lead on?”
Guide role clarity (VERY IMPORTANT for this scenario)
You can structure like this:
“For example, we may need:
- someone focusing on low-progress learners (scaffolding, intervention)
- someone on mainstream differentiation (classroom strategies)
- someone on high-ability stretch (enrichment, challenge tasks)
- someone integrating this into platforms like SLS or resources”
“Where do you naturally see yourself?”
Then align:
“Let’s make sure:
- all learner profiles are covered
- and there are no gaps or overlaps”
🟩 4. Norms (Critical: Build Psychological Safety Across Differences)
This scenario has high diversity of views → must manage well
Say this:
“Because we are working across different learner needs and perspectives, how we work together is critical.”
“Let’s talk about norms.”
Ask:
"How should we run meetings and share progress?"
“What do we need from each other to do this work well and feel supported?”
Then anchor strong norms (YOU MUST LEAD HERE)
“Let me suggest a few starting points:
- We value different perspectives
Different learner groups require different approaches — disagreement is expected and useful- We speak up early
If something doesn’t make sense, say it — don’t wait- We focus on students, not positions
We anchor discussions on what works best for learners- We test and learn
Not everything needs to be perfect — we try, learn, and improve”
Explicit psychological safety line (powerful)
“You won’t be judged for raising concerns or offering ideas — that’s how we improve outcomes for students.”
👉 (Directly aligned to psychological safety definition)
🟩 5. Closing (Tie to Impact on Students)
Say this:
“Let me recap:
- We aligned on supporting teachers to better meet diverse learner needs
- We identified how each of us contributes across different learner profiles
- And we agreed on how we will work together”
“Ultimately, this work is not just about systems — it’s about impact in classrooms.”
“If we do this well, teachers feel supported, and students — across all levels — benefit.”
💡 Optional Power Move (If you want to stand out)
Add this line:
“A key shift for us is this:
👉 We are not designing for the ‘average student’ — we are designing for the full range.”
🔥 Why this works (for assessment)
You are demonstrating:
- Strong GRPI alignment (Goals, Roles, Processes, Interactions)
- Clear system-level thinking (not just team talk)
- Psychological safety leadership
- Education relevance (differentiation, SEN, high-ability)
- Ability to translate abstract into actionable
You can do it as a 20-minute team launch facilitation built around GRPI and the course guidance: clarify purpose/goals, align on roles, surface processes/norms, and close with action steps. That matches the programme’s emphasis on creating the conditions for team success, using GRPI for team launch/reset, and ensuring each facilitator has a clear role.
Here is a practical way to run it for Scenario 3:
1. Open strongly: set purpose and safety (2 mins)
Say something like:
“Thanks everyone. Our aim today is not to solve everything at once, but to help this team get clearer on what success looks like, how you need to work together, and what needs to change for the team to function better.
We want to hear from everyone. Different views are useful. We are here to surface issues constructively, not to blame.”
This fits the deck’s focus on psychological safety, hearing from each person, and launching/resetting teams intentionally.
2. Clarify the team’s shared purpose and outcomes (Goals) (4 mins)
Start with the “why” before jumping into problems.
Ask:
“Who does this team serve?”
“What are you trying to achieve together?”
“What would success look like in 3 to 6 months?”
“What can only be achieved by working as a team, not as individuals in parallel?”
These are directly aligned with the reflection prompts in the slides and the GRPI foundation that teams need clear and compelling goals.
3. Surface role clarity and expectations (Roles) (4 mins)
Then move into who does what.
Ask:
“What is each person relying on others for?”
“Where are roles currently clear, and where are they blurry?”
“What decisions can be made by individuals, and what needs team alignment?”
“Where do handoffs or overlaps create friction?”
This helps the team name whether the issue is poor role clarity rather than personality. The slides also distinguish between team problems caused by task design and those caused by norms/practices.
4. Diagnose how the team currently works together (Processes + Interactions) (6 mins)
This is where you help them notice patterns.
Ask:
“What current team practices are helping?”
“What is getting in the way?”
“What patterns do you notice?”
“Is the issue more about task design, leadership behaviour, or lack of clarity?”
“When do people hold back from speaking up?”
“What would make it safer to raise concerns or disagree?”
This reflects the slides on psychological safety, observable indicators, and the reflection prompt on whether problems come from design, behaviour, or clarity.
A useful move here is to structure responses as:
Continue
Stop
Start
That mirrors the sample team launch shown later in the deck.
5. Turn discussion into a few concrete agreements (3 mins)
Do not end with vague reflections. Convert it into team commitments.
Say:
“Let’s identify 1–2 things we should continue, 1–2 things we should stop, and 1–2 things we should start.”
Examples:
Continue weekly check-ins
Stop using meetings only for updates
Start clarifying owners and deadlines at the end of each meeting
Start inviting quieter members to speak before the leader speaks
This fits the course emphasis on team norms, retrospectives, and letting team members speak first to build safety.
6. Close with ownership and next steps (1 min)
End with:
“What is one action we will commit to after today?”
“Who will own it?”
“When will we review whether it helped?”
That matches the deck’s focus on practical follow-through, not just discussion.
Suggested facilitator roles
Since the instructions say each member should play an active role, you can split your team like this:
Facilitator 1
Opening
Goals section
Closing
Facilitator 2
Roles section
Probe for specifics
Facilitator 3
Processes/interactions
Continue/Stop/Start discussion
Scribe
Capture key phrases on flipchart
Summarise final agreements
A simple flow you can put on flipchart
Write this:
Scenario 3 Team Launch
Purpose / Success
Roles / Dependencies
What’s helping?
What’s hindering?
Continue / Stop / Start
1 action + owner + timeline
What will make your facilitation stronger
A few tips:
Ask short questions, then pause.
Do not let one person dominate.
If answers are vague, ask, “Can you give an example?”
If tension appears, reframe it as useful data.
Keep bringing them back to team effectiveness, not individual blame.
That approach is very consistent with the programme’s message that a leader’s role is to create the conditions for the team to succeed, especially through clarity, norms, and psychological safety.
I can turn this into a full word-for-word facilitation script for Scenario 3 next.
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