Abstract
Purpose. The first purpose of this study was to describe to what degree the 17 characteristics of effective teams, as measured by Harvey and Drolet's (2006) Survey of Team Characteristics, are present in teams of schools in the Kern High School District with an API of 600–699, 700–799, and 800–1000, respectively. The second purpose of this study was to describe the association between teamness and school achievement. Methodology. The research methodology used for this study was descriptive and case study. Based on the data collected, the researcher described the degree of teamness at each of the 9 individual school sites. The data collection for questions relied upon written/electronic responses to all 17 items of the survey as well as focus group interviews of each of the 9 teacher teams, by 90 participants. Findings. The findings revealed that groups at all 9 schools believed their respective group members were capable and successful at raising student achievement, had a clear understanding of team membership, exhibited behaviors that demonstrated trust within the group(s), and clearly understand the group structure to be that of a PLC. The study also found group members did not engage in periodic "time out" or "maintenance sessions" but felt this process would benefit group effectiveness. Conclusions. From this study several conclusions emerged: 1. The single most important factor contributing to a group's sense of potency and success is that students can succeed. Although team membership was clear, membership roles were not. 2. Below basic schools are seemingly self-deluding. 3. At all achievement levels group members exhibit behaviors that demonstrate trust such as the "sharing of assessment data." 4. Teamness does not relate to achievement. Implications for Action. Recommendations were made to assist principals in building effective teams and presenting strategies that can help teams overcome their blind spots, cultivate awareness, and negate self-delusion. Specifically, principals should supply their teachers with the necessary tools to engage in periodic time outs or maintenance sessions, empower teams to distribute tasks evenly, and create more opportunities for teachers to share common tasks as set forth in Harvey and Drolet's (2006) book Building Teams, Building People: Expanding the Fifth Resource.