Productive Teamwork

Having students create an upfront Team Agreement on how the teamwork will happen in a project.
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Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

Having students create Team Agreements at the start of a project that include team goals, individual’s strengths and intended contributions, ongoing meeting and communicating plans, decision-making processes, project timelines, and other details can improve collaboration and increase the productivity of teamwork.

Method Components

Before students undertake a group activity, the teacher leads them through the creation of a student-generated Team Agreement, which guides their teamwork.

Components of student-generated Team Agreements

  • Team goals
  • Each team member’s areas of strength, expertise, and expected contributions
  • Team member roles
  • How team members will communicate and meet
  • How outside experts, coaches, and mentors will be used
  • How team decisions will be made
  • How changes to the project will be handled
  • Guidelines for team interaction and general behavior
  • Rough timeline of work

Suggested preparation

  • Students discuss what can be done to foster good teamwork
  • Introduce the idea of a Team Agreement that includes students’ good teamwork ideas

Suggested review

  • Students review the results of using the Team Agreements to improve teamwork.
  • Students discuss what could be done next time to improve teamwork further.

Research & Resources

Supporting Research

Having a written agreement on how a team will collaborate increases the likelihood of better collaboration, learning, and team success.


Submission Requirements

Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.

Part 1. Overview questions

(200-word limit for each response)

  • Activity Description: What kind of project activities did you and your students engage in to become more proficient at teamwork? Please describe the learning activities and strategies you used.
  • Activity Evaluation: How do you know your students increased their proficiency by engaging in the teamwork activities, and what evidence did you collect that demonstrates these learning gains?

Part 2. Evidence/artifacts

Please submit work examples from two students (writing, audio, images, video, or other products) that demonstrate progress toward the Productive Teamwork competency, including examples of the Team Agreements these students helped to create.

Part 3. Student reflections

For the two students whose work examples were included above, submit their student-created reflections on the teamwork activities they experienced. Use the following questions as guidance (200-word limit for each reflection):

  • How did creating a Team Agreement help you work better as a team?
  • How did this learning activity change your view of what it takes to have good teamwork?

Part 4. Teacher reflection

Provide a reflection on what you learned, using the following questions as guidance (200-word limit):

  • What was the impact of engaging your students in the Productive Teamwork activity?
  • How will experiencing these project activities shape your daily future teaching practice?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
Requirements for Productive Teamwork
How to prepare for and earn this micro-credential - in a downloadable PDF document

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