This project focuses on the role of senior leadership teams in implementing instructional improvement strategies district‐wide. The project originated in 2007 as part of the Harvard Leadership Institute for the Connecticut Superintendent’s Network, led by Professors Richard Elmore and Lee Teitel. Subsequent to teaching in this Institute, doctoral students Lissa Young and Jennie Weiner and Professor Higgins collected data on 26 senior leadership district teams. Superintendents and their teams took Richard Hackman’s Team Diagnostic Survey (TDS) instrument, which provides information on the quality of a team’s process, strategy, and structure, and on individuals’ engagement level with the team’s work, in 2008 and 2009. Professor Higgins and her team are now analyzing these data and writing articles for publication.
The first paper from this project is called, "Leading Teams of Leaders: What Helps Team Member Learning?" is published in Phi Delta Kappan. Professor Higgins' co‐authors on this paper are Lissa Young, Jennie Weiner, and Steven Wlodarczyk (from the Connecticut Center for School Change). This paper focuses on the extent to which coaching by superintendents and team members helps or hinders team member learning. Team member learning is one key indicator of team effectiveness. When individuals are learning, they are engaged in the work and so, much more likely to sustain and continue reform efforts. Multi‐level analyses of these data show that coaching that focuses on the team’s task fosters team member learning, whereas interpersonal coaching (e.g., that focuses on resolving interpersonal conflict) does not. Further, leader coaching (that of the superintendent) is less influential when compared to the powerful effects of peer coaching. Leader coaching contributes positively, but only when there is little peer coaching evident among team members. These results lend insight into both who should provide help to teams that are striving to implement an instructional improvement strategy and what kind of help they should provide.
Professor Higgins, Lissa Young and Jennie Weiner are also working on a second paper called "Implementation Teams in Education", for submission to a special issue on teams in an organizational behavior journal. This paper will focus on the composition and quality of these senior leadership teams. as it relates to team member learning Professor Higgins has presented the research team's findings for this paper at the Kennedy School of Government’s Center for Public Leadership Roundtable Series, in the Harvard Psychology Department’s Groups’ Group Seminar Series, and at the University of Southern California. Results show the conditions under which greater team diversity in terms of the positions held (e.g., principals and central office staff) reduces gaps in team members’ learning. This project opens the door for future research on teams in education by examining the conditions that enhance the probability for team effectiveness – here, indexed by team member learning. Professor Higgins and her doctoral students extend prior organizational research, such as that of Hackman, by examining a particular type of team – an implementation team – which has been under‐explored in extant research. Learning within teams may be critical to sustaining change efforts both within schools and school systems. They hope this work will inspire future research on the conditions that enhance the probability for team effectiveness in district teams and, in particular, on the ways in which sociostructural conditions such as positional diversity may enhance or detract from the likelihood of learning and sustainable organizational change.
Higgins, M.C., Young, L.V., Weiner, J., & Wlodarczyk, S., (2009), Leading teams of leaders: What helps team member learning?, Phi Delta Kappan, V. 91, No. 4, 41-45.
Higgins, M.C., Weiner, J., & Young, L.V. Implementation teams in education. (in preparation for submission).