school concept. Virtually every middle school in the country that is identified as an outstanding model of early adolescent education boasts a strong team organization at its center (p. 15). Interdisciplinary teaming has the greatest potential to benefit diverse groups—teachers, students, parents, and the school community. Forming teams is the logical first step in the transition to middle school. Experts suggest that administrators should begin the first year with the implementation of those elements of middle schools that are deemed most crucial (teaming is a keystone of the middle school concept), involve most staff members (all core subject teachers, counselors, and special education teachers may be involved), and are easy to implement successfully (clear expectations for team behavior lends security and lowers anxiety) (Fillenberg, 1984). Here we offer ten questions that middle level educators should ask as they embark upon this new venture of interdisciplinary teaming. The value lies not so much in pat answers but in the discussion and clarification of purpose that is unique to each school. Each school, each faculty, each student body requires different solutions to different dilemmas. Your experiences with interdisciplinary teams may be enhanced by asking yourselves these questions.
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Golner et al. (1992) studied this question.