RSA2: Teaming in the Middle School:Improve It or Lose It

RSA2: Teaming in the Middle School:Improve It or Lose It

Teaming in the Middle School: Improve It or Lose It

            Do you feel like your team just isn’t making the cut?  As many schools across the nation address budget concerns, you can help ensure your team yields the expected results.  According to Rottier (2000), teachers must “improve the foundation of teaming by establishing team goals, sharing the workload among team members, and determining team ground rules” (p. 214). It is recommended that goals be specific, measurable and frequently referenced by the team in order to provide a clear focus for the team.  A team that works cohesively during team meetings creates a sense a community where each member feels supported by the others. While some team members may prefer the backseat role, the team is less valuable when members do not share equal responsibility. Establishing grounds rules for the team is a valuable step in making team-meeting time as profitable as possible (Rottier, 2000).

            Imagine if your team all attended the same professional development and were expected to implement proven strategies to raise achievement.  In addition to the areas mentioned above, many have argued that staff development focused on teaming and curriculum content also impact student performance. Student achievement was higher when professional development focused on how students learn (American Educational Research Association, 2005). One benefit of teaming is that it provides support to teachers and gives them information to meet the wide range of student abilities (Rottier, 2000). By devoting professional development and team time to researched teaching strategies, both students and teachers will be rewarded.

            While adequate time for professional development is essential, studies show that by itself, more time does not guarantee success (American Educational Research Association, 2005). This is an area of concern as most school districts encourage professional development, yet the student growth is not always a result.

Rottier, J. (2000). Teaming in the Middle School: Improve It or Lose It. Clearing  House, 73(4), 214-216. Retrieved from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/detail?sid=f6a4f5e6-5214-49e3-bb6f600a3850f18a@sessionmgr115&vid=1&hid=124&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZzaXRlPWVob3N0LWxpdmU=

American Educational Research Association. (2005). Teaching teachers: Professional development to improve student achievement. Research Points,3(1), 1-4.

Retrieved from http://www.aera.net/Portals/38/docs/Publications/Teaching Teachers.pdf