There is no “T” in school improvement: the missing team perspective

Abstract

Purpose-The concept of teams tend to be marginalized in the scholarly discussion of school improvement. The present paper argues that teams play a crucial role in promoting an holistic integration of school operation necessary to support school change. Specifically, the paper outlines the dynamic of effective teams at times of school improvement. Design/methodology/approach-The article presents the concept of teams, elaborates on their central function as a 'coupling mechanism', and describes the reciprocal relations between teams and school change. Findings-The article emphasizes the reciprocal effects of teams and change, suggesting that teams can serve as key change agents in school restructuring processes, specifically when balancing between 'coping' and 'pushing' forces. Based on the model, effective team leadership and effective school leadership at times of school change are introduced. Practical implications are discussed for school leaders. Originality/value-The integration of the concept of teams into the school improvement discourse might assist school leaders to develop processes and procedures that will enable both school teams and schools to react more effectively in times of change and restructuring.

When Data Teams Struggle: Learning from Less Successful Data Use Efforts

“…It is "a way of thinking and doing that takes time" (Collinson et al, 2006, p. 114). Collinson et al (2006) describe six interrelated conditions important for organizational learning, some of which are also reinforced by Benoliel and Berkovich's (2017) research on teams. The conditions are also important for data teams focused on school improvement:…”

“…(1) Prioritizing learning for all members, students, teachers, and school leaders. With regard to (data) teams, as also stated by Benoliel and Berkovich (2017), this implies that school leaders need to be committed to the continuous development of school teams, team leaders, and team members alike, as well as facilitating the work of teams, and valuing and praising exemplary team work. (2) Attending to human relationships, in which purposeful teacher interaction and genuine collaboration are crucial.…”

“…(2) Attending to human relationships, in which purposeful teacher interaction and genuine collaboration are crucial. For (data) teams this means that school leaders need to promote intra-and inter-team relationships as well as collaboration (Benoliel & Berkovich, 2017). 3Fostering inquiry as this is a powerful form of learning and improvement for teachers and schools, which is the focus of data teams.…”

“…(Data) teams need to foster multiple and ongoing exchanges in the organization in which it resides. (Data) team members must engage in activities focused on building and maintaining key relationships with other parties in pursuit of feedback, support, and resources (e.g., boundary spanning) (Benoliel & Berkovich, 2017).…”

“…For the effective functioning of data teams, school and system leaders should address these issues before starting to work with data teams, as time, access to data, and good working technology are important (but not sufficient) pre-conditions for effective data use (e.g., Breiter & Light, 2006;Hoogland et al, 2016;Marsh, 2012). Leaders can also indicate to colleagues that their learning is prioritized, which is an important condition for organizational learning to take place (Benoliel & Berkovich, 2017;Collinson et al, 2006). Stouten, Rousseau, and De Cremer (2018) found in their review of successful organizational change that organizations need to address their organization's readiness for the change, which also involves the capability of leadership to guide and implement the change, in this case, leadership to guide and implement data use in teams.…”