Large numbers of students can reduce the effectiveness of team teaching. Research indicates that groups larger than 120 result in less coordination, evaluation, connection with parents and overall learning. Since junior high prepares students for high school, reduced learning potential due to team teaching sets students up for less success in future learning. The number of teachers involved also can create difficulties. While most teams involve four teachers, one for each major discipline, agreeing upon concepts and curriculum becomes more difficult when more people take part, and some consider four to be too large of a group.
Collaborative planning time is essential to effective team teaching. Research indicates 45 minutes, four to five times per week works best, but such time may not be feasible in the junior high environment since this would be in addition to planning for other courses. The lack of collaborative planning time is a common problem for team teachers. Coming to a consensus requires more time than individual planning and can be frustrating, resulting in inconvenience and poor attitudes toward team teaching.
Teaching teams need leaders to help coordinate activities and streamline the process. A disorganized or uncommitted leader can create more of a hindrance for the team. The added responsibility associated with leading the team may require incentives such as bonuses, a problem for districts with already strapped budgets. Also, middle school teachers often may have little formal education or practical experience with peer leadership. An effective team leader must be able to bring together people with disparate backgrounds and philosophies.
While team teaching situations are supposed to help eliminate the isolation so often experienced by junior high teachers, lack of support can be a problem for teams. Students, parents, administrators, other teachers and even team members may be reluctant to truly effect change. Members may be anxious to speak up for fear of ridicule, reluctant to share ideas, especially with performance pay programs, worried about the additional work requirements or simply dislike dealing with the other teachers. Teams put together by administrators may lack camaraderie.