Evaluating problem-solving teams in K–12 schools: Do they work?

Abstract

Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools. A review of the research on problem-solving teams, using an input-mediator-outcome-input framework, provides evidence for how teaming could become more effective and efficient in this context as well as sets an agenda for what additional research is needed. Key challenges to school teams are considered next, along with recommendations for change. The first challenge is the lack of training of school staff in the key components of teaming. A second issue is the difficulty in implementing teams in the organizational context of schools. (PsycINFO Database Record

Is it possible for pupil welfare teams to work health promoting and preventively? – A case study

“…Several of the problems identified in prior research about pupil welfare teams (see e.g. Nellis 2012;Rosenfield et al 2018) seem to have been less pronounced in the present studie. Most importantly, especially when led by the principal, the team studied seemed to have developed to a higher degree a way of working with health-promoting and preventive measures.…”

“…High-impact research tends to be from a while back, for natural reasons, especially in fields where there have been no obvious developments. However, in a recent article by Rosenfield et al (2018), the main problem identified is still how to make the team work in a proper way in a natural school context (see also Nellis 2012). To sum up, research from the US shows some promise for preventive work with regard to special educational placements when teams are supported by external interventions (see also Young and Gaughan 2010).…”

Principals' systems thinking attribute: exploring a principal–middle leader relational demography perspective

“…In this regard, principals have increasingly come to rely on teams, senior management teams (SMT), which typically consist of teachers performing leadership roles, such as middle leaders (e.g. deputy heads and grade-level coordinators) for support (Rosenfield et al , 2018).…”

Implementation of drama therapy services in the North American school system: Responses from the field

“…The latter delves into a number of organizational issues such as "challenges related to time, team logistics, team purpose and goals, team process, training, administrative support, and high quality implementation…" (Nellis, 2012, p. 249). Complicating the matter further is the ascension of MTSS models which position these teams at the forefront of comprehensive service delivery across school, classroom, and individual levels (Rosenfield et al, 2018). Nellis (2012) further acknowledges that a number of these issues, particularly the philosophical barriers, also apply to consultation practice in schools.…”

“…Over the past 50 years, the purview of school practitioners has shifted from a more isolated scope of practice to a collaborative one (Hord, 2008). The proliferation of team‐based approaches, shared professional development, and collaborative instruction among teachers, established the centrality of cooperation in educational decision making (Markle et al, 2014; Rosenfield et al, 2018). Similarly, interdisciplinary teams are designed to support students' wellbeing in a comprehensive and dynamic manner.…”