Abstract
Purpose. The purpose of this study was to: (1) identify and describe teacher teams that exist in four low socioeconomic, high achieving elementary schools in California, (2) determine the degree to which teacher teams exhibit the characteristics of teamness, (3) identify what team members do to promote high student achievement, and (4) determine the strategies used by principals to promote teamness in teacher teams. Methodology. A descriptive case study method was used. Data were collected from interviews with teacher teams and principals of four low socioeconomic, high achieving elementary schools. Findings. (1) Six types of teacher teams existed: primary and upper grade, buddies, leadership, grade level, subject area, and new teacher buddies. (2) The teacher teams demonstrated the five characteristics of teamness: common tasks; mutual trust; open, direct conflict; risk-taking; and awareness and acceptance of group structure. (3) The five characteristics of teamness are validated in the literature and research as indicative of effective teams. (4) One additional characteristic of teamness was found imbedded in the characteristic of common tasks--common identity and tenets. (5) Teacher teams promoted student achievement. However, they did not appreciate the power inherent in teams relative to student achievement. They just did it. (6) The principals did not seem to be aware of the significance of the strategies they use to work with the teams to ensure teamness. (7) The strategies the principals used with the teacher teams are validated in the literature and research. Conclusions. Considering data from four elementary schools, teacher teams have the potential to improve student achievement. Recommendations. (1) Information about teacher teams should be made available to elementary principals. (2) Principals should become knowledgeable about how to promote teamness. (3) Principals should consider the effect of teacher teams on student achievement and the use of teacher teams to improve student learning. (4) Teachers should receive training working in teams as part of their credential. (5) The strategies to promote teamness should be taught as part of the Administrative Services credential.