Defining role in the new classroom teams

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Abstract
Classroom teams comprising teachers, parents, ancillaries and specialists are arising in many classrooms. The extent to which key ingredients of team success are met in these teams is examined. Interviews with team participants reveal that the teams possess little structure with minimal role definition. Participants erect defences against the tensions arising out of these loosely structured teams; a process by which team members contrive to ‘get along’ with one another (termed fraternity) camouflages the uncertainties and tensions which arise out of lack of role definition. Conclusions relate to the need for greater clarity of expectation in these teams.