ABSTRACT
This chapter defines and characterises middle school teaching teams. It explores the skills and processes necessary for implementing effective teams. The chapter considers the importance of self and group reflection and evaluation as ongoing improvement processes for teams. The rationale underpinning teaching teams in middle schools is that teams create small learning communities of teachers and students. Teams also support other fundamental components of a middle schooling philosophy, including an integrated curriculum and strong teacher–student relationships. Team teaching can be described as two or more teachers taking responsibility for teaching the same students, irrespective of group stage or community building. In both the United States and Australia, research has identified a number of team skills that need to be explicitly taught, including skills in problem-solving, conflict management and team processes, and interpersonal and intrapersonal skills. It is important to note that team members do not have to be the best of friends to work effectively together.
