Kent Peterson是美國威斯康辛大學麥迪遜分校的教育行政教授，他挑戰行政管理者藉由時間及資源的提供來支持團隊建設及合作，進而獲得有效能的團隊來對學校產生益處。(這是一份在研討會上的發表，部分摘錄於此，原文大意強調行政管理者與教師之間的合作十分重要，教師往往十分注意雙方的合作與資源的分配)
Transformational leadership skills can help in developing such high-performing teams. Leaders of school transformation must be able to inspire, motivate, and support teams. Engaged and high-performing teams thrive in a "learning organization," where colleagues support each other in learning, risk-taking, innovation, and change (Senge, 1990).
轉型領導技巧能幫助發展中的高效能團隊，學校轉型領導者必須能夠激勵、鼓舞和支持團隊。被雇用的高績效團隊茁壯成長為學習型組織，而學習型組織中同事能互相支持學習、冒險、創新和變化。
GOALS: School leaders (including administrators, teachers, and parents) should help nurture and build highly committed teams for accomplishing school activities and goals, which may include school improvement planning, site-based management, budget and personnel decisions, and implementing programs or plans.
目標：學校領導(包括行政管理者、教師及家長)應該幫助培養和建立為了實現學校活動和目標的高承諾團隊，其中可能包括學校改善計劃，現場本位管理、預算和人事決策、實施方案或計劃。
前幼稚園教師Diana則談論她的校長如何去支持團隊建立和學校，以及它的好處。(這是一份摘錄自NCREL城市學校領導的個案研究，她的校長Brown先生與教師及家長一同為學校的建設和學生的學習努力，和同事一同旅行、親自送孩子上學、為學校提出改善計劃等)
Effective team functioning requires finding time, selecting team members, empowering team members, providing training in relevant skills and knowledge, developing shared goals, and facilitating team functioning - particularly in the early stages of the team's work.
有效能的團隊運作需要花費時間，選擇團隊成員，賦予團隊成員權力、提供相關技能和知識的培訓、發展共同的目標、促進團隊運作-尤其是在初期階段的團隊工作。
IMPLEMENTATION PITFALLS:
實施的隱憂
The school staff and administration may not have the skills, knowledge, and capacities for effective teamwork.
學校工作成員及行政管理者對於有效能的團隊工作可能沒有足夠的技能、知識和能力。
Kent Peterson, professor of educational administration, University of Wisconsin-Madison, discusses the challenges of collaboration and the need for coaching (audio comment, 210k). Excerpted from a presentation at NCREL's Urban School Leadership Mini-Conference in July 1993. A text transcript is available.
The team may not share clear goals or purposes, and therefore defining specific goals will be important.
Hargreaves, Fullan, and others (cited in Fullan, 1993) note that teams often face issues that can decrease the effectiveness of the team and specifically its ability to make decisions: (1) the time trade-offs in decisionmaking (team decisionmaking can take time away from working directly on classroom planning, curriculum, and instructional activities), (2) problems of "groupthink" and pressure to conform, and (3) the potential for increased conflict over decisionmaking.
Kent Peterson教授曾論述合作之挑戰及指導的需求。
團隊可能沒有清晰的目標或目的，因此確定具體目標將是重要的。
Fullan等學者指出團隊經常面臨團隊低效能的議題，而且特別是團隊本身決策的能力：
(1) 權衡時間的決策(團隊決策可能需要一段時間從工作中抽離在教室規劃、課程及教學活動)
(2) 順應集體思考的問題及壓力
(3) 在決策過程中的潛在衝突
Without adequate team training and preparation, it is unlikely that team(s) will work effectively to develop and realize a shared vision.
Katzenbach and Smith (1993) list the following requirements for building effective teams:
Teams must be small enough in the number of members.
Members must have adequate levels of complementary skills.
The team must have a truly meaningful purpose.
The team must have a specific goal or goals.
The team and its members must establish a clear approach to the team's work.
Members must have a sense of mutual accountability.
Without team leadership (as opposed to traditional top-down leadership), teams will be unproductive.
如果沒有足夠的團隊訓練和準備，這是不可能讓團隊工作有效地展並實現共同願景。
學者卡曾巴赫和史密斯則列出了有效團隊建立的要求：
團隊應要小而美，成員要精簡
團隊成員間的能力要有一定互補的能力水準
團隊要有一個真正有意義的目的
團隊必須有一個具體目標或多項目標
團隊及當中的成員必須建立一個明確的辦法以達成團隊工作
成員必須有意識的相互負起責任
如果沒有團隊領導(乃相對於傳統中上對下的領導)，那麼團隊將毫無意義
Another potential barrier is individual resistance to working in teams.
DIFFERENT POINTS OF VIEW: Few people would deny that teams can be highly effective. But some believe that teams must face enormous obstacles before they can become effective in schools. Some teachers have never worked on teams and actually became teachers so that they could work independently. In other cases, staff and administrators have not been trained to cope with the special challenges of working in teams and practicing shared decisionmaking.
另一個潛在障礙是在團隊工作中的個人阻力不一樣的觀點：
絕大多數的人都認為團隊可以非常有效能。但有些人認為，團隊必須面對巨大的障礙才能成為有效能的學校。有的老師從來沒有在團隊中工作，但是實際成為教師後他們就能獨立工作，在其他情況下，行政人員和管理者未經過訓練就要處理團隊工作的特殊挑戰，以及要共享決策。
總結：
學校沒有團隊工作是無法成功達成教育的目標或理念的，而有效能的團隊來自於團隊內部人員會團隊的承諾，如何讓團隊成員建立承諾有賴團隊領導者的智慧，從文章中提到領導者必須要了解團隊合作的方法及利用學習型組織，並且了解團隊合作的缺失與障礙，才能達成有效能的團隊工作。
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