Characteristics of High Performing Teams

A high performing school is made up of high performing teams. The reading this week is a short summary of Google’s, Project Aristotle.

In 2012, Google set out to answer a deceptively simple question: What makes a team effective? Their two-year research initiative, Project Aristotle, analysed 180 teams across the company in search of a formula for team success.

The results didn’t point to intelligence, experience, or star performers. Instead, the standout teams all shared five key characteristics.

Psychological Safety

This was the most critical factor. In teams with high psychological safety, members feel safe to take risks, admit mistakes, ask for help, and offer dissenting opinions, without fear of embarrassment or retribution.
In schools, a psychologically safe leadership team enables open discussion around challenges, mistakes, and uncertainty, all vital in navigating complex decisions affecting students and staff.

Dependability

High-performing teams trust that each member will deliver on their responsibilities reliably and to a high standard.

In schools, Leadership teams thrive when commitments are met consistently, whether it’s data analysis, follow-up from a parent meeting, or delivering professional learning. One unreliable link affects the whole system.

Structure and Clarity

Effective teams know what they are doing, why it matters, and how they contribute. Goals, roles, and execution plans are clearly defined.

In schools, role clarity is essential to avoid duplication, missed tasks, or blurred responsibilities, especially across areas like wellbeing, curriculum, and operations.

Meaning

People are more engaged when their work matters to them personally. This doesn’t need to be a life-changing purpose, it can be pride in helping others, love of the craft, or alignment with personal values.

In schools, most educators come with deep intrinsic motivation. Still, reconnecting with that “why” helps sustain effort and wellbeing, particularly during high-pressure terms.

Impact

Great teams believe their work makes a difference. They can see how their efforts contribute to real outcomes, whether in student learning, staff development, or school culture.

In schools, it’s easy to get lost in the whirlwind of operational demands. High-impact teams take time to connect the dots between effort and improvement.

This is a useful checklist for anyone who leads or contributes to a team.

Happy coaching.

Kind regards
Mark

Upcoming events

• 29 August – Wellington College NZ: Improving the Behaviour and Engagement of Boys
• 3-5 September – BGS Crowther Centre with Growth Coaching International: The Impact Cycle in Action
• 5 September – A Learner’s Toolkit: Anglican Church Grammar School QLD: A Matter of Translation
• 5-7 October – Instructional Coaching Group: Teaching Learning Coaching Conference (Arizona, USA)