Reflecting on How Strong Teams Can Impact Student Achievement
Principals like Marguerite McNeely have long
seen the value and benefits of teamwork. "Our school does a great job with teaming. Our teachers love the opportunity
and challenge of coming together to plan for their students and solve problems. The strongest teams have members who
have open minds, strong work ethics, creativity, and good leadership. There's no room for personal agendas when it
comes to teaming."
In principal Heather Franklin's school, grade-level
teachers meet weekly to discuss important themes. The discussion the first week of the month centers on reading; the
second week's discussion centers on math; week 3's meeting focuses on writing; and the fourth meeting of the month
focuses on other areas of the curriculum. Of course, that schedule isn't set in stone. "Reading and math are a big
focus in our district, so they are often discussed; and we often talk about data and what we can do differently across
the curriculum."
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Conversation
Most educators will agree that a school with strong teaching teams can offer huge benefits for students'
academic and social growth. But what makes strong teaching teams tick? What are the characteristics shared
by members of the best teaching teams in your school? Click to join
the conversation. Share your thoughts and ideas so the rest of us can learn from your experiences.
Principal Charlemeine Zemelko says that teaming
helps make her school a special place. "We have a shared vision, and we practice it as a team. We eat together, we
plan cross-curricular activities, we communicate similar writing expectations across grade levels… As a result of
this shared vision, morale is higher than ever. … Working as a cohesive team we have found that student achievement
is on the rise too."
In Beth Burt's school, all teachers are members
of two teams -- a grade-level team and a vertical team. Each vertical team includes a teacher from each grade level
as well as a special ed teacher or a "special" (art, music, PE…) teacher. Vertical teams meet once every three weeks
to discuss an assigned topic. For example, one recent topic was Share with your team how you have integrated technology
and instruction. Each vertical team also has responsibility for a special area of the school, such as keeping
the marquee current or updating the lobby bulletin board. The concept of vertical teaming has opened communication
between grade levels. That, in turn, has improved student achievement."
"Teachers love the idea of teaming, but it
is very important to remember that any team is only as strong as its weakest link. … It is incumbent upon each member
of any team to strive to be the strongest member of the team. There can be a fine line between striving to be one
of the strongest members of a team and appearing to be trying to distinguish yourself from the team members. Confident,
capable, and compassionate team members know the difference while weak, insecure, and marginally capable team members
do not. A team that has even one of the latter types could be destined for disaster. Students will not succeed if
faced with a group of teachers whose work together is disjointed, disconnected, or, in some cases, dysfunctional.
My goal is that every member of my staff will conduct him or herself as a member of a team that has as its goal the
authentic academic and social development of each and every one of our students. When that happens, each staff member
will truly understand what it means to be on a team." (Dr. Layne Hunt)
Take Five more to read this entire article from Education World's "Principal Files" series: "What Makes Effective Teaching Teams Tick?"
(Education World -- May 10, 2005)
http://www.educationworld.com/a_admin/admin/admin408_a.shtml
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FIVE for...
Principals like Marguerite McNeely have long
seen the value and benefits of teamwork. "Our school does a great job with teaming. Our teachers love the opportunity
and challenge of coming together to plan for their students and solve problems. The strongest teams have members who
have open minds, strong work ethics, creativity, and good leadership. There's no room for personal agendas when it
comes to teaming." 
In principal Heather Franklin's school, grade-level
teachers meet weekly to discuss important themes. The discussion the first week of the month centers on reading; the
second week's discussion centers on math; week 3's meeting focuses on writing; and the fourth meeting of the month
focuses on other areas of the curriculum. Of course, that schedule isn't set in stone. "Reading and math are a big
focus in our district, so they are often discussed; and we often talk about data and what we can do differently across
the curriculum." 
Principal Charlemeine Zemelko says that teaming
helps make her school a special place. "We have a shared vision, and we practice it as a team. We eat together, we
plan cross-curricular activities, we communicate similar writing expectations across grade levels… As a result of
this shared vision, morale is higher than ever. … Working as a cohesive team we have found that student achievement
is on the rise too." 
In Beth Burt's school, all teachers are members
of two teams -- a grade-level team and a vertical team. Each vertical team includes a teacher from each grade level
as well as a special ed teacher or a "special" (art, music, PE…) teacher. Vertical teams meet once every three weeks
to discuss an assigned topic. For example, one recent topic was Share with your team how you have integrated technology
and instruction. Each vertical team also has responsibility for a special area of the school, such as keeping
the marquee current or updating the lobby bulletin board. The concept of vertical teaming has opened communication
between grade levels. That, in turn, has improved student achievement." 
"Teachers love the idea of teaming, but it
is very important to remember that any team is only as strong as its weakest link. … It is incumbent upon each member
of any team to strive to be the strongest member of the team. There can be a fine line between striving to be one
of the strongest members of a team and appearing to be trying to distinguish yourself from the team members. Confident,
capable, and compassionate team members know the difference while weak, insecure, and marginally capable team members
do not. A team that has even one of the latter types could be destined for disaster. Students will not succeed if
faced with a group of teachers whose work together is disjointed, disconnected, or, in some cases, dysfunctional.
My goal is that every member of my staff will conduct him or herself as a member of a team that has as its goal the
authentic academic and social development of each and every one of our students. When that happens, each staff member
will truly understand what it means to be on a team." (Dr. Layne Hunt)