I have attached an article I wrote describing our mapping experience in a bit more detail. In addition to the basic process, I would add the following:
- The tone of the school is paramount. Mapping, by exposing what we do as teachers, could be perceived as threatening and uncomfortable. Administrators need to be very mindful of this, and ensure a culture that is respectful and supportive. Politics and unprofessional behaviour on anyone's part can be very destructive to the whole process, as the mere threat of being mistreated as a result of mapping will just reinforce the status quo of working in relative isolation.
- I found the Handbook for SMART School Teams very helpful. When you reach the stage of prioritizing the complex resolutions, teachers were given a number of stickers (for ex, for a list of 20 items, each teacher received about 5-6 stickers) and were asked to put their stickers next to the items they felt were the biggest priority. When all were done, it was evident where we needed to start.
- Finally, follow-through has to happen, and that is the primary responsibility of the person overseeing the mapping. If the exercise becomes overly taxing to your teachers, it isn't helping. If action and positive impact doesn't become evident, then this is just another experience of a new idea that doesn't go anywhere.
I have touched on some of the pivotal parts in my reply to Dan above. Here is how I woud list them all: