Using Tuckman’s Model to Build Stronger Teacher Teams
- Joel Abel
- Jun 7
- 2 min read
When a teaching team is struggling, the instinct is often to fix the individual: more training, more evaluation, maybe even replacement.
But what if the issue isn’t the individuals — it’s the stage of the team?
Too many education managers mistake “storming” for failure. But according to psychologist Bruce Tuckman’s team development model, storming is normal. It’s necessary. And most importantly — it’s navigable.
Tuckman’s model identifies four predictable stages every effective team moves through:
Forming – The team is polite, unsure, and unclear about goals or roles.
Storming – Conflicts emerge. Personalities clash. Processes are tested.
Norming – Expectations stabilize. Team members begin to support one another.
Performing – Trust is established. The team becomes self-sustaining and effective.
Your job as a school leader or academic manager isn’t just to spot these phases — it’s to guide your team through them.
As Teacher-Powered Schools explains:
“Conflict and challenges in the early stages of team formation aren’t necessarily signs of dysfunction. They’re part of the developmental process that builds trust, cohesion, and shared leadership.”
That insight is essential. Too many teacher teams are labeled as “not working” when in fact they’re simply in process.
So what can leadership do?
In Forming, over-communicate structure and expectations. Create psychological safety.
In Storming, don’t suppress conflict — facilitate healthy conversations, and stay present.
In Norming, reinforce shared goals and highlight progress.
In Performing, empower. Step back, but stay available.
In practical school settings, I’ve seen Tuckman’s model help reframe frustration into strategy. It helps leaders respond to team dynamics with intention, not instinct.
Erasmus University Rotterdam reinforces this in their work on collaborative learning environments:
“Recognizing which phase a group is in helps teachers and facilitators use the right feedback and guidance to support development.”
At the leadership level, the same principle applies.
That’s where we come in. We help schools and education organizations build strong academic teams by implementing models like this — not just in theory, but in the day-to-day work of teacher leadership, scheduling, onboarding, and performance alignment.
If your teacher team isn’t functioning at its potential, it may not be broken. It may be storming.
Let us help you guide them through it — and come out stronger on the other side.
Send a message or visit AGNova.net to learn more about our leadership and team development programs.
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