Fig. 1

The three phases of the larger grounded theory study. During Phase 1, we developed an initial model of instructional change teams based on interviews with project leaders and existing literature (Olmstead et al. 2019). In this model, team inputs (left) lead to mediators (center), and mediators lead to team outcomes (right). The two categories of mediators, team processes and emergent states, are shown as cyclically influencing each other (Marks et al. 2001). In Phase 2 (this paper), we identified specific team processes and emergent states using interviews with team members. In Phase 3 (ongoing study), we are developing a survey instrument and interviews with a larger set of teams to identify specific connections between the subcategories resulted from Phase 2