Team Building and Collaboration

Team Building and Collaboration

Pennsylvania Department of Education

Table of ContentsCulture of Collaboration ............................................................................................ 3

Professional and Cultural Leadership....................................................................... 4

Building Collaboration............................................................................................... 7

Engaging Staff ........................................................................................................ 10

Partnering with Parents and the School Community ................................................................................................. 11

Managing Resources Effectively ............................................................................ 13

Collaboration for Student Learning ......................................................................... 14

Conclusion .............................................................................................................. 15

References ............................................................................................................. 16

At time of publishing, all of the website information was accurate. Due to the nature of the internet, some of the website information may have changed or become unavailable. Please see the references section of the corresponding online module for the most up-to-date information.

© 2019 Pennsylvania Department of Education. All rights reserved. 3

Culture of Collaboration

“More and more… our leaders are building strong relationships with school administrators, doing the hard work of collaborative school improvement—and producing better results for children. ...The one thing [partnership districts] all have in common is a cul-ture of collaboration—a universal recognition among business leaders, public officials, community leaders, parents, and teachers that they can accomplish great things for students if they work together.” - Randi Weingarten

In 1975, Lortie described schools using the metaphor of an egg carton. He noted that although teachers conduct their work in the same building, they each work separately in their own classrooms (Schleifer, Reinhart & Yanisch, 2017). While the egg carton metaphor is still largely applicable to American schools, findings from a growing body of research suggest that creating a culture of collaboration within schools could result in important gains.

Collaborative teams of educators are well-positioned to improve student performance. Investigating the idea that giving teachers and other staff more decision-making opportunities makes schools more productive, Rubinstein and McCarthy (2014) found that formal partnerships help improve student performance, partnerships lead to more extensive communication between teachers; and more extensive communication improves student performance.

Rubinstein (2013) mapped educator collaboration to several key behaviors: discussing student performance data; discussing curriculum development, cross-subject integration, and articulation; sharing, advising and learning about instructional practices; and participating in formal or informal mentoring. He found that when schools increased educator collaboration along these dimensions, they showed a corresponding gain in student performance.

Because professional collaboration requires teachers to be open to advice and suggestions from their peers, trust is essential for collaboration. In the context of professional collaboration, trust is most important along the dimensions of competence, honesty, and benevolence. When colleagues trust one another’s competence, it means they believe their colleagues are capable of performing their part of the work. Colleagues who trust one another’s honesty are confident that their colleagues tell the truth and honor their commitments. Finally, colleagues who trust one another’s benevolence believe that their colleagues act with everyone’s best


interests in mind. School leaders who model these qualities when working with staff, students, and families set the stage for a more collaborative teacher workplace. Demir (2015) noted that teachers who trust their managers are more likely to take the risks that lead to innovation.

Teachers themselves prefer to work in environments that foster collaboration. Coggshall, Ott, Behrstock, & Lasagna (2010) found that, when given a choice between the freedom to design their own lesson plans or the ability to collaborate with other teachers with assistance from instructional administrators, more than two thirds of teachers would choose to work collaboratively. In addition, Schleifer, Reinhart & Yanisch (2017) reported that collaboration appears to do more to advance teachers’ instructional practices individual learning opportunities and seems to be one of the factors increases teachers’ commitment to their school and to teaching as a profession. For these reasons and others, effective leaders value collaboration among their staff, and support teacher collaboration by hiring teachers who fit well with the school culture, adding specialists to target key improvements, and investing in non-contact hours for common planning time for teachers.

An inclusive and supportive school culture embraces ownership and contributions from families, students, local community organizations, and key businesses. School leaders may nurture community involvement with regular newsletters, electronic media, invitations to school events, meetings with all new families, and a clear message that families from all cultural backgrounds and economic levels are equally welcome.

Professional and Cultural LeadershipDemir (2015) defined trust as a teacher’s belief that principals, colleagues, parents and students will all be helpful, honest, responsible, principled, just and consistent when working toward common goals. Citing Bryk and Schneider, Demir noted that the degree of trust teachers feel towards parents, colleagues, and principals is a key factor in their participation in innovation, professional development, and teacher leadership.

According to Douglas Reeves, “Cultural change, although challenging and time-consuming, is not only possible but necessary” (2007). Supportive leaders who promote a positive school culture inspire the trust and loyalty of their staff, facilitating collaboration in pursuit of common goals for student achievement. Reeves suggested four essential conditions for decisions to change school culture. These include:

1. Recognize what should remain unchanged. Every school community can identify positive values, traditions, and relationships that are worth preserving. Implementing change selectively conveys the message that some past behaviors were effective and relevant, which preserves trust.


In addition, identifying elements that should remain unchanged enables leaders to focus energy on more urgent changes in culture.

2. Model expected behaviors. Reeves maintained that “the greatest impediment to meaningful cultural change is the gap between what leaders say they value and what they actually do.” Stakeholders infer messages from what they observe in addition to what they hear. To win community support, leaders must ensure their speeches, announcements, and calls for change are congruent with personal example.

3. Select appropriate change tools. Citing research from Christensen, Marx, and Stevenson (2006), Reeves identified categories of change tools that align with characteristics of school communities. Culture tools preserve and reinforce the status quo using rituals and traditions in schools where consensus exists. Power tools, such as enforced accountability and threats, may be necessary when consensus or agreement is not achieved by other means. Management tools, such as data collection and professional development, are appropriate when colleagues agree about the best strategies for achieving a goal. Leadership tools, such as articulating and modeling a vision, can motivate and guide employees who already agree on a course of action. Selecting the appropriate tool requires emotional intelligence, which may make the difference in guiding thinking and behavior.

4. Value the roles of colleagues. The perception that willing contributions from all employees are crucial for the success of the team underpins a positive school culture. Inclusive leaders spend some time with support workers, such as security personnel, cafeteria workers, and custodians, to learn what they can bring to the team. When all school community members recognize and share core values, the school culture can thrive.

In addressing the essential conditions, school leaders build trust, model appropriate behaviors, and inspire student-focused practices. Pennsylvania’s Core and Corollary Standards for Educational Leadership focus on effective professional and cultural practices essential for student success at both the school and district levels.

The Impact on Student Achievement“A healthy and positive organizational culture improves the morale and motivation of the teaching staff in the school organization” (Quin, Deris, Bischoff, & Johnson, 2015). A positive school culture, in turn, can significantly impact student achievement. Improved school culture also motivates teachers to improve their performance, leading to increased levels of student achievement. In a 2004 research review, Leithwood, Seashore-Lewis, Anderson, and Wahlstrom reported, “leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.”

Seashore-Louis, Leithwood, Wahlstrom, and Anderson (2010) drew key findings at


the conclusion of an extensive study on the links to improved student achievement:

• Collective leadership has a stronger influence on student achievement than individual leadership.

• Almost all people associated with high performing schools have greater influence on school decisions than is the case with people in low performing schools.

• Higher performing schools award greater influence to teacher teams, parents, and students, in particular.

• Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence.

• School leaders impact student achievement primarily through their influence on teachers’ motivation and working conditions; their influence on teachers’ knowledge and skills produces less impact on student achievement.

The implication of these findings is that school leaders should direct their efforts into improving working conditions and the motivation of teachers, especially through shared decision making. Indeed, school leaders have the capacity to strengthen the professional communities in which teachers collaborate and improve classroom practice. A professional community supports a positive school climate that encourages students to perform well.

Maximizing Professional ResponsibilitiesOn the basis of research studies, Fullan (2014) asserts that collaboration between groups of teachers is a powerful strategy for improving student learning. As a result, principals may demonstrate a high impact on student learning by developing and encouraging intentional collaborations between groups of teachers.

Such groups of teachers are driven by shared and measurable goals for students. Shared data, such as whole school-level data available in Future-Ready PA and individual student results in the Pennsylvania Value-Added Assessment System (PVAAS) enable educators to identify learning needs and develop appropriate classroom practices. Fullan identifies the principal as the lead learner, who is responsible for focusing the group on a limited number of key learning goals.

Teachers involved in productive collaborations share professional feedback, a


powerful tool for cultivating the talents of teachers. According to Fullan, the most effective feedback takes place in the context of the everyday interactions and collaborations among teachers in the school.

Because the source of feedback is as important as its content, the relational trust that develops among colleagues as a result of these interactions is key to effective exchanges. Leaders who want their schools to benefit from effective professional feedback nurture relational trust and an open and transparent learning culture.

Building CollaborationWhether they are quiet strategists or charismatic and extroverted, school leaders are accountable for building effective teams to drive school goals. “Schools rise and fall based on the quality of the teamwork that occurs within their walls” (Sparks, 2013). The work of continuous improvement in teaching and learning is driven by strong functional teams of leaders, teachers, and nonteaching professionals who have high aspirations for student learning.

Principals who engage their staffs in ongoing, job-embedded professional development establish a professional climate that values strengthening practice throughout educators’ careers. Creating a genuine team involves more than simply grouping individuals and assigning a team label. Sparks reframes the work of Lencioni (2002) to describe five practices of functioning teams:

• Pay attention to results; • Accept accountability; • Show commitment; • Face conflict; and • Develop strong levels of trust.

Sparks asserts that “effective teams strengthen leadership, improve teaching and learning, nurture relationships, increase job satisfaction, and provide a means for mentoring and supporting new teachers and administrators.”

Aguilar (2012) argued that “strong teams within a school are essential to retaining and sustaining teachers.” Teachers who work in challenging schools point to feelings of connection and support from their colleagues as key reasons for remaining at their jobs. Membership in a team with a common mission fosters emotional resilience, which is the ability to cope with stressful circumstances. Members of effective teams motivate, challenge, and learn from one another. In addition, individuals within the team are able to share their strengths where they make the greatest impact and obtain the help of their teammates for situations they find challenging.


Principals can promote collaboration and team building by providing common planning time for teachers. Darling-Hammond asserted that “when teachers can collaborate with other teachers, they can better serve their students, and are more likely to stay in the profession” (Collier, 2011). When arguing for more allocated planning time, Darling-Hammond compares schools and student performance levels internationally, and points out the beneficial effects of systems that provide time for teachers to collaborate with peers and develop communities of learners.

Instructional coaches can also help build teams, encourage collaboration, and integrate core standards. As indicated in the teacher effectiveness rubric for instructional coaches (Pennsylvania Department of Education Standards Aligned System, n.d.), coaches plan with teachers to:

• incorporate research-based practices, • model or collect evidence based on best practice, and • reflect with teachers after a lesson about the effectiveness of best practices

on student outcomes.

Principals work with instructional coaches to plan and facilitate professional development (PLC meetings, grade-level meetings, and staff meetings) that demonstrates knowledge of effective practices for instruction and adult learning.

Fullan (2014) observed that although principals often spend a significant amount of their time giving teachers one-to-one feedback as part of teacher evaluation programs, improvements to the school learning culture are best achieved by developing groups of teachers. Citing the success stories of countries such as Finland and Singapore, where a team culture led to significant improvements, Fullan suggests nurturing teachers’ capacity to work in teams is a promising strategy for improvement.

The same premise holds true for professional development of principals. Leaders are developed more effectively when teamed with colleagues from nearby schools who offer support and insight into alternative routines and values for learning. The Pennsylvania Inspired Leadership (PIL) Program was developed as a support for principals with just this in mind.

Distributive Leadership as a Path to School ImprovementIn schools that rely on traditional leadership models, employees occupy designated roles, using their specialist skills within their hierarchical level. Other competencies related to their dispositions, prior experience, and interests may be underutilized.

Harris and Spillane (2008) observed that team members occupy both formal and informal leadership roles in a distributed model of leadership. In a distributed leadership model, leaders encourage staff to take a lead with their own


contributions in areas in which they feel confident, within the framework of shared goals and a common set of values. The primary focus of distributed leadership is on the practices of leaders throughout the organization. Organizations that aspire to promote lateral decision-making systems use distributed leadership as a central component of the model.

Harris (2012) argued that school systems and leadership models must change significantly to meet the educational needs of young people in the 21st Century. Some 20th Century structures and leadership models may no longer translate into leading a school successfully. Future principals will need to concentrate efforts on expanding their own leadership abilities and those of colleagues.

Harris (2005) drew a distinction between distributed leadership and the familiar process of delegation. Distributed leadership is collective leadership responsibility instead of top-down authority. Colleagues share a collective leadership responsibility, constructing practices through shared action and interaction.

In researching practices of heads of schools in the United Kingdom, Day et al. (2010) found that distributed leadership is strongly correlated with levels of trust within schools. People are motivated to work hard on behalf of students when they feel empowered to pursue objectives they consider important. Previous good experiences within trusting relationships incline team members to continue to trust others.

School leaders who actively distribute leadership demonstrate organizational and individual relational trust in an environment where consistent interactions, structures, and strategies support the realization of school values and vision. By building a culture of trust and expanding stakeholder participation, school leaders may increase the commitment and self-efficacy of staff. In addition, expanded stakeholder participation increases the staff’s perception of their colleagues’ trustworthiness, as each repeatedly accepts and is held accountable for responsibilities in the distributed structure.

Some commentators caution that distributed leadership may be a challenge to implement within the established structures of many schools. School leaders may be hesitant to entrust colleagues with important responsibilities that require accountability at the top of the hierarchy. Duignan (2007, p. 2) argued that “the language of distributed leadership may actually provide practitioners with the comfortable and comforting sense that if they distribute duties, tasks, and responsibilities, the leadership density, capacity and quality of their organisation will be greatly strengthened.”

While successful change to distributed leadership may be possible, schools controlled by a highly hierarchical paradigm face a more significant challenge. Duignan advocates for an enabling culture in which teachers are encouraged to be leaders. Principals can help develop teachers by considering the faculty a team of


leaders rather than a team of followers.

Harris (2014) presents research evidence suggesting that distributed leadership is linked with both organizational improvement and student achievement. Effective school principals share leadership responsibilities with appropriate staff and teacher leaders. Research evidence shows that distributed leadership contributes to improved organizational outcomes and, indirectly, can have a modest positive effect on student achievement.

Engaging StaffA team of teachers and nonteaching professional employees offers a wealth of expertise that extends beyond the accumulated knowledge of any individual school leader. Empowered teachers are treated like professionals and are expected to perform as professionals.

In a review of research about improved performance of underperforming schools, Goodwin (2015) suggested that “when it comes to getting quick results, directive leadership may be more effective.” However, the sustained improvements needed to create great schools may depend upon the kind of collaborative leadership that becomes possible when teachers are empowered to contribute to decision making.

Darling-Hammond observed that teachers are often able to contribute insight and experience to help optimize the use of time and resources (Collier, 2011). To develop innovative strategies, leaders must strike a balance between giving professional teachers free rein and enforcing a highly-structured schedule with little flexibility. Many school leaders like to use an agreed upon protocol to conduct planning meetings, with goals that focus on student achievement. A typical agenda includes pedagogically-based topics such as current instructional priorities, assessment tasks, and collaborative lesson plan construction. Resources such as the Standards-Aligned-System (SAS) and Student Learning Objectives (SLOs) help teams focus on student learning and applicable standards. Teachers who are unfamiliar with the experience of close collaboration may need guidance and parameters to help them begin the process.

Fullan (2014) argued that principals’ leadership practices and developed qualities determine the success and progress of schools. For example, an overzealous focus on instructional leadership can lead to micromanaging teachers in the classroom and a missed opportunity to respond to the need for changes at an institutional level. Empowering faculties with a culture of professional learning is vital for growth in schools. Students and teachers make the greatest gains when principals and their faculties act as teams of professional learners seeking to develop themselves. Working with partner schools or school districts enables school leaders to share effective practices and encourages teachers to collaborate by sharing strategies and resources with a wider community.


Partnering with Parents and the School Community

Researchers suggest that family involvement with children’s learning in school is strongly linked to improvements in student achievement. As Bempechat and Shernoff (2012) observed, families are “children’s first and primary guides through their schooling experiences.” Effective school leaders recognize that families influence students’ perception of the importance of educational achievement and self-perception of their own academic ability. In addition, families can curb or exacerbate the effects of risk factors such as student disengagement, failure, and dropout.

Students benefit when their schools and their families communicate on an ongoing basis and maintain positive relationships. School leaders are in a strong position to establish protocols about how and when teachers and families should communicate to serve the best interests of students. For example, families should be informed about the progress of their children in a timely manner. Significant academic or behavioral changes should prompt educators to communicate with the family early, enabling the school and family to intervene quickly and prevent a downward spiral. Messages about positive changes in students or acknowledgments of exceptional achievements are also important and reinforce positive effort. When principals strongly encourage teachers to communicate positively with families, parents or guardians feel more like partners in their child’s education.

Effective school leaders embrace parent-teacher associations or organizations as another formal channel for families to communicate views in addition to support for the school. Principals can make a positive difference with the larger school community by creating emergency contact trees, assisting with multicultural food fairs, and chaperoning school field trips. As the National PTA notes, “PTAs must value and embrace all parents and caregivers in order to implement successful school programs” (n.d.). Members of inclusive parent-teacher groups represent all families including minority cultures, single parent and other family blends, and students of all talents and abilities. It is the school leader’s responsibility to ensure all family demographics feel welcomed and included.

Motivated parent-teacher groups’ representatives, working with their school administration, can supplement school resources by fundraising for projects such as gardens, outdoor seating, athletic equipment, field trips, and a number of other endeavors that benefit all students. School nutrition, for example, is a decisive factor for students’ health and performance. Parent-teacher groups’ representatives can offer guidance about healthy options for students who bring food from home and may join a cafeteria committee to consider healthy menus and affordable pricing.


The Pennsylvania Training and Technical Assistance Network (PaTTAN) (2012) strongly recommends that educators should engage with parents in acknowledgment of the “strong correlation between parent involvement and student achievement.” Hospitality is “an overarching principle in fostering parent engagement.” Principals who include and engage families and the school community see benefits from ongoing, active partnerships:

• Families feel positively about the school and community when they receive a warm welcome.

• Families feel valued when asked about their children’s strengths, likes, and ambitions.

• Families feel confident when initiatives recognize cultural differences. • Families and teachers build rapport when they engage in conversations

about the positive impact of family members on their children’s education. • Teachers benefit from insight about their students. • School community builds trust and benefits from collaboration with families

and school personnel.

Families inherently want their children succeed with their education. When students observe that their families make time to attend school events and meetings, their achievement generally rises. School leaders who learn to recognize the unique needs of the school community are better equipped to partner with the community to offer training that helps families better support learning.

Family involvement in homework helps students develop the metacognitive skills of time management and problem solving. Students are also better positioned to learn the merits of persistence, diligence, and the patience needed to wait for delayed rewards when their families model those practices. Skillful school leaders will partner with families and the school community to benefit teaching and learning.

Across a sample of families in a school or district there may be differences in culture, socioeconomic status, language, and religion. Family values and family perceptions of the roles of school and family may also differ significantly (Sussna Klein & Miller, 2008). Emotionally intelligent school leaders and teachers converse warmly and respectfully with families from a wide spectrum of backgrounds. Family members need to feel that their opinions are valued by principals and teachers.

A number of readily available modes of two-way communication offer different opportunities for reaching out to families and the community:

• Electronic communication is quick and efficient for messages, requests, or newsletters and replies are easy to send.

• Telephone calls convey a personal touch for introductory chats, good news, or issues of concern.


• School visits by family or community volunteers offer opportunities for conversations in the context of student learning.

• Special occasions such as community days, sports days, class breakfasts, and theme days present opportunities for useful conversations in non-threatening environments.

• Traditional conferences enable teachers to brief families on student progress and provide opportunities for principals to seek family opinions.

Two-way communication provides the platform to build mutual support between school leaders, teachers, parents, and community in the best interest of students.

Managing Resources EffectivelyAccording to Odden (2011), “by most estimates, 85% of school and district budgets are devoted to salaries and benefits.” As a result, significant adjustments to budgets generally coincide with a similar change in the number of employees. The strategic management of highly valuable educators is crucial to the success of schools. Schools must recruit, induct, deploy, develop, and retain talented teachers and leaders to deliver the best possible programs for students.

Responsible management of school resources matters. High-performing schools in diverse educational environments take great care in formulating and implementing best strategies to allocate resources. After two decades of research, Miles and Frank (2008) reported that money is used most effectively when the focus of spending is on student learning rather than the resources that can be purchased. Management tools to measure educator effectiveness must be linked to student achievement.

Miles and Frank argue that high-performing schools use clear resource allocation strategies to organize people, time, and money. Investment in teachers begins with careful recruitment, and continues with ongoing professional development, collaboration, and common planning time. Like other limited resources, teacher and teaching time should be allocated to maximize student learning.

Disbursement of school budgets should be fully aligned with the goals for student achievement. Levačić (2010) asserted that the primary goal when allocating limited resources is to maximize student learning. Robinson, Hohepa, and Lloyd (2009) identified a link between high-performing schools and a strategy of using clear goals to guide purposeful resourcing processes. Leaders in high-performing schools use clear criteria aligned to pedagogical and philosophical priorities and ensure that funding for these priorities is sustainable. Effective leaders relying on the evidence-based professional judgment of their staff to make decisions about resource allocation based on its likely impact on student learning.


Fullan (2014) describes acquiring high quality teachers as building human capital. School leaders should, therefore, pay close attention to the hiring process. Certain identifiable skills and dispositions are marks of a quality teacher, and may be sought during the hiring process, including:

• A vocational commitment to the education of students from all backgrounds and ability levels;

• Strong classroom practice and the desire to improve, coupled with a willingness to collaborate in teams; and

• A commitment to lifelong learning, as demonstrated by enhancement of established classroom skills and the acquisition of new skills.

Fullan makes a case for nurturing talented teachers within a context of relational trust. Feedback that improves performance is most likely be exchanged within open learning cultures where nonjudgmental support is established as an everyday part of a learning culture.

Collaboration for Student LearningSuccessful school leaders develop their schools as effective organizations that nurture and support the performance of teachers. Further, “the contribution of schools to student learning most certainly depends on the motivations and capacities of teachers and administrators, acting both individually and collectively” (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004). Specific practices that sustain the performance of administrators, teachers, and students, include strengthening school culture, modifying organizational structures, and raising levels of collaboration. In fact, “leadership is widely regarded as a key factor in accounting for differences in the success with which schools foster the learning of their students.” Leithwood et al. assert that talented leaders are always key influencers in the redirection of underperforming schools.

Quintero (2015) reviewed a selection of research studies of teaching faculties, comparing levels of social capital and collaboration with levels of student achievement in mathematics, science, reading comprehension, and other disciplines. Most school faculties are composed of teachers who represent a range of professional abilities, including a few at the distinguished level. Quintero suggested that “teachers’ social interactions and the characteristics of their professional networks have an impact on student learning over and above that of teachers’ human capital alone.”

Savvy school leaders recognize that social links facilitate peer support and knowledge sharing. An investment in social capital may be a factor that can substantially raise the performance levels of staff, as elevated social-relational levels help create environments that promote trust and nurture positive morale.


In addition, school leaders seeking improvements in student achievement would be wise to focus on developing cohesive teacher teams. Promoting professional interactions among teachers may help those with less experience and developed abilities.

ConclusionThe ultimate indicator of any school leader’s performance is a measure of student achievement. Educators, students, and family members are well aware that highly effective individual teachers have a big impact on the learning of the children in their own classrooms, even in low-achieving school environments. Effective school leaders recognize that teachers are a key to raising levels of student achievement, and that every faculty includes at least a few high-performing, role-model teachers.

Increasing the collaboration levels of teachers to function in teams is a practical, continuous improvement strategy for raising student achievement. Teachers perform with greater optimism, confidence, and motivation in a school culture that values collaboration, peer support, and shared decision making.

Empowering staff to take a more active leadership role serves students, staff, and the school community through successful implementation of school initiatives. Principals can influence the effectiveness of the school faculty with an optimal deployment of human, financial, and time resources. School vision and aligned goals can be the guide for effective hiring of staff, purchasing resources, and the development of highly qualified, high performing teachers. Positive relationships between home and school also have a beneficial effect on student learning. The effective school leader ensures that all families are kept informed, welcomed into the school, invited to contribute to a community vision, and provided opportunities to support teaching and learning.


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