Lessons Learned From Implementing Problem-Solving Teams in Urban High Schools

Abstract

This qualitative study investigated an ambitious reform initiate undertaken by an urban high school district to support students at risk for failure in their general education classrooms. The initiative provided teachers with access to interdisciplinary problem-solving teams (IPSTs) designed to create and implement strategies for meeting instructional, behavioral, and motivational challenges within their classrooms. This study examined the adaptation of an IPST model by 12 high school teams. More specifically, the research investigated (a) the types of teams that evolved and (b) the issues that influenced the team types. The results indicated that 3 types of teams emerged. Some teams provided direct service to students, others established systemic interventions, and a few failed to thrive. The issues that influenced team types were (a) credit-driven instruction, (b) teacher involvement, (c) belief that teacher assistance is a supervisory function, (d) attribution of within-child etiology, (e) mistrustful relationships among staff, (f) support staff's lack of knowledge about classrooms and instruction, and (g) stability in school environment and team membership. The major themes and the implications of these findings are discussed. Lessons learned from implementation of this project both support earlier research and further new understandings to facilitate IPSTs in high schools.