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ERIC Number: EJ876347
Record Type: Journal
Publication Date: 2010-Feb
Pages: 4
Abstractor: ERIC
Reference Count: 1
ISSN: ISSN-0276-928X
Team Spirit: Teachers Work Together to Establish and Achieve Key Goals
Troen, Vivian; Boles, Katherine C.
Journal of Staff Development, v31 n1 p59-62 Feb 2010
Common experience, along with a vast collection of research, demonstrates that schools can expect a range of benefits to accrue when teachers work together. Teacher teaming can reduce teacher isolation, increase collegiality, facilitate the sharing of resources and ideas, and capitalize on teacher's individual and shared strengths. And most recently, teacher teaming has been "discovered" as an avenue toward teacher learning and enhanced professional development that can lead to gains in student achievement. These authors have been working in and studying teacher teams for more than two decades, and their current work focuses specifically on analyzing the elements of effective teacher teams. The authors' research has uncovered the most common pitfalls to team success, and their experience has shown that teaching teams rarely reach their potential because they lack effective team attributes. Understanding the pitfalls to teaming, the authors have developed a series of workshops and study groups for teachers in one K-8 school in a large urban school system. These were designed to guide teachers in developing and reflecting on their practice as members of a team responsible for improving student learning, enhancing inclusion strategies, initiating new teachers into the profession, and/or developing a peer coaching relationship. A framework developed by the authors for evaluating the effectiveness of these teams is presented.
National Staff Development Council. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A