ERIC Number: ED402651
Record Type: RIE
Publication Date: 1996-Oct
Collaboration Efforts among Teachers: Implications for School Administrators.
Kruse, Sharon D.
Teachers are often placed in teams and expected to work together without support or instruction. This paper presents findings of a study that identified and described the extent to which individual teachers collaborate and the conditions under which collaboration occurs. The study, which focused on three middle schools with a strong commitment to teacher teaming, was part of a larger research study sponsored by the Center for Organization and Restructuring of Schools. Data were gathered from interviews with teachers, administrators, and other key actors; observation of classrooms and meetings; and review of school documents. Teachers who reported success identified three areas in which they felt most supported in their collaborative work--in discussion about students, instruction, and curriculum. Individual knowledge, individual past practice, and the conditions of schooling influenced collaboration. The presence of structural and social conditions are not enough to ensure the creation of professional community. Creating an ongoing communal activity requires a commitment among members based on need; an embracing of a variety of complementary interests; and on the belief that individual success as being necessarily linked to communal success. (Contains 31 references.) (LMI)
Descriptors: Collegiality, Cooperation, Cooperative Planning, Intermediate Grades, Interprofessional Relationship, Junior High Schools, Middle Schools, Organizational Change, Participative Decision Making, School Administration, Teacher Collaboration, Teacher Role, Teaching Conditions, Teaching (Occupation), Team Training, Teamwork
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (10th, Louisville, KY, October 25-27, 1996).