There is no “T” in school improvement: the missing team perspective

Purpose: The concept of teams tends to be marginalized in the scholarly discussion of school improvement. The purpose of this paper is to argue that teams play a crucial role in promoting an holistic integration of school operation necessary to support school change. Specifically, the paper outlines the dynamic of effective teams at times of school improvement. Design/methodology/approach: The paper presents the concept of teams, elaborates on their central function as a “coupling mechanism,” and describes the reciprocal relations between teams and school change. Findings: The paper emphasizes the reciprocal effects of teams and change, suggesting that teams can serve as key change agents in school restructuring processes, specifically when balancing between “coping” and “pushing” forces. Based on the model, effective team leadership and effective school leadership at times of school change are introduced. Practical implications are discussed for school leaders. Originality/value: The integration of the concept of teams into the school improvement discourse might assist school leaders to develop processes and procedures that will enable both school teams and schools to react more effectively in times of change and restructuring.