Beyond Interdisciplinary Teaming: Findings and Implications of the NASSP National Middle Level Study

Abstract

This article reports trends and implications of interdisciplinary teaming practices in middle level schools, based on findingsfrom a national survey. Noting that nearly 80% of schools currently implement teaming the authors challenge principals and teachers to move beyond the simple formation of teams to the creation of an infrastructure that supports highperforming teams and thereby promotes improved student achievement.

Teacher collaboration: A systematic review

“…Personal characteristics Structural characteristics Organisational characteristics -Teacher commitment (Stephenson et al, 2008) -Teacher attitude towards the subjects (Stephenson et al, 2008) -Scheduling adequate time for collaboration (Berry et al, 2009) -Aligning collaboration structures for horizontal and vertical collaboration (Berry et al, 2009) -Structuring collaboration meetings formally (Berry et al, 2009) -Close proximity of facilities (Stephenson et al, 2008) -Frequent professional interaction (Stephenson et al, 2008) -Leader support in different areas: time for collaboration, offering flexibility, encouraging feedback, giving guidance (Datnow, 2011) -Monitoring collaboration to make sure it does not lead to contrived collegiality (Datnow, 2011) -Creating an atmosphere of mutual trust (Berry et al, 2009) -Administrator support (Stephenson et al, 2008) A next category includes structural characteristics that are related to structural components of the collaborative process, mainly related to time issues (e.g., individual and common planning time) (e.g., Hackmann et al, 2002;Meirink et al, 2010;Rone, 2009). Other important factors mentioned here include staff continuity, physical structures or close proximity of facilities, regulation possibilities of the team, and frequent professional interaction that is formalised (Main, 2007;Smetser, 2007;Stephenson et al, 2008).…”

Beyond individualism and isolation in schools: What types of teacher teams are there in schools? Or can we merely speak about groups?

“…A vast amount of studies were more exploratory in nature and did not start off by giving a definition of "teams" but described the teams under study (e.g. Gunn & King, 2003;Hackmann, Petzko, Valentine, Clark, Nori, & Lucas, 2002;Meirink, Imants, Meijer, & Verloop, 2010;Somech, 2005). Even authors that focused on other denominations often seemed to use the term "team" somewhere in their article: some studies started off by writing about "collaboration", "community", "department" or "critical friends group" and then later on referred to "teams" (mostly as a form of collaboration) without giving further explanation (e.g.…”

“It’s Hard Answering Your Calling”: Teacher Teams in a Restructuring Urban Middle School

“…By 2000 over 80% of middle schools surveyed reported the use of teaching teams (Hackmann et al, 2002;Petzko, 2002). As middle school reform progressed, support among researchers grew for thinking of teaching as a learning profession, one where learning is a central feature of everyday practice for teachers, not just for children (Darling-Hammond & Sykes, 1999;Resnick & Hall, 1998).…”

“…As middle school reform progressed, support among researchers grew for thinking of teaching as a learning profession, one where learning is a central feature of everyday practice for teachers, not just for children (Darling-Hammond & Sykes, 1999;Resnick & Hall, 1998). Teaming became both something teachers must learn about and a place where learning occurred (e.g., Hackmann et al;King, 2002;Picucci et al, 2002;Supovitz, 2002). In time, teaching-team involvement in decision making provided a venue where reflective practice became spread across groups of teachers.…”

“…Teacher teams are a common middle school organizational structure (Hackmann et al, 2002). They serve as a way not only to deliver instruction, but also to maintain closer social and emotional connections between teachers and students at a critical educational juncture (Picucci, Brownson, Kahlert, & Sobel, 2002).…”