Introduction

Although the name team-building gives the connotation of working together, it really is dependent on the leadership skills of the principal to make it work. What is it that the leader does? In a nutshell, the leader brings about a cooperative environment by being cooperative. This means introducing practices that recognize and acknowledge the needs and dignity of the staff. It may include shared decision making, problem solving together and a lot of open communication. For the principal this involves both being an example as well as promoting and setting up structures which facilitate a cooperative environment. There are many ways that this can occur, some of which will be discussed here. How can we describe what a school looks like that exhibits a strong team approach.

Perhaps the best way is to list its elements as described by Smith and Scott (1990): The belief, based on effective schools research, that the quality of education is largely determined by what happens at the school site. The conviction, also supported by research findings, that instruction is most effective in a school environment characterized by norms of collegiality and continuous improvement. The belief that teachers are professionals who should be given responsibility for the instructional process and held accountable for its outcomes. The use of a wide range of practices and structures that enable administrators and teachers to work together on school improvement. The involvement of teachers in decisions about school goals and the means for achieving them.

Collaborative Schools

For many principals, this collaborative approach brings with it the idea that administrators share their authority with teachers by involving them in decisions. This is true. But it also implies the more important dynamic that teachers will also work together to improve their practice of teaching. In other words the collaborative school provides a climate and structure that encourage teachers as professionals to work together and with the principal and other administrators toward school improvement and professional growth (Smith & Scott, 1990).

Some teachers and administrators will oppose this collaborative, team-building approach, if not outwardly at least by passive resistance, because they are unable to deal with the emotional issues that arise from opening their work to others, or from administrators who don't want to share their responsibility and authority. How can planners of collaborative programs increase the chances that personnel will actually participate, rather than merely pay lip service to the programs?
Guidelines from The Collaborative School