The purpose of this study was to identify common
elements in the experience of exemplary interdisciplinary
teams in middle level schools, to assess their value in team
progress as perceived by teachers, to determine to what
degree the results support current theory, and to identify
variations in exemplary teams' practices. In this study, an
interdisciplinary team is a group of two to five teachers
responsible for instructing a common group of students in
the core subjects--mathematics, science, social studies, and
language arts--during a four or five period block in the
daily schedule, with two planning periods daily--one for
team planning and the other for individual planning.
Interdisciplinary team organization is one system
widely acknowledged as a method of promoting collaboration
for teachers and small social groups for students. However,
to benefit teachers and students, these teams must operate
effectively. Erb and Dada (1989) have proposed a complete
model of team development measures, including four domains
of teaming--organization, attention to students, shared
responsibility and growth, and instructional coordination--
and factors which promote team growth. Teachers'
perceptions of these factors' importance can help persons
developing effective teams.
Team members at twelve Virginia middle level schools
were surveyed and observed. Sixteen teams from small,
medium, and large schools serving a variety of socioeconomic
groups qualified as exemplary teams by their
activities on all four domains. Analysis of team practices
revealed that coordination with non-team teachers, use of
uniform discipline policies and scheduling guidelines, and
observing peers' teaching and proposing staff development
programs were activities conspicuous by their absence on
exemplary teams. Analysis of the qualitative data revealed
that exemplary teams concentrated on one of three different
areas--administration, curriculum, or change to new
activities--and that some teams might use collaboration to
perpetuate poor pedagogical practices. Teachers valued
training, support, and activities in their teams'
development, but reported school organization and decision making
structure as less important. Analysis includes a
model relating nearly 60% of the variation in team expertise
to team members' respect for individuality in the context of
strong team identity, and whole-school work environment.
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