Coming to Collaboration: A Study of the Factors Contributing to the Successful Development of Common Learning Targets and Common Formative Assessments during the First Year of Collaboration by Teams of High School Teachers

• Main Author: Weiler, Jessica Renee
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2013; ProQuest Dissertations & Theses
• Subjects: Academic Achievement; Education; Educational administration; Educational Change; Educational Facilities Improvement; Educational leadership; Educational Practices; Educational Researchers; Formative Evaluation; Grade 4; Instructional Leadership; Job Satisfaction; Learning Processes; Learning Theories; Literature Reviews; Productivity; School administration; Secondary School Teachers; Standardized Tests; Teacher Attitudes; Teacher Collaboration; Teaching Experience; Teaching Methods; Team Teaching; Teamwork
• ISBN: 1303633965; 9781303633966

The purpose of this study was to identify and explore the factors that supported or inhibited same-subject teacher-teams as they collaborated to develop common learning targets and common formative assessments, in year one of their high school's professional learning community. This qualitative study examined the experiences of teachers as team-members, primarily through interviews and a review of documents and artifacts. Eleven inhibiting and twelve supporting factors were identified and presented within a framework that conceptualized three primary sources for the identified factors: organization, team, and individual team members. Ways in which the factors reportedly supported or inhibited team productivity and affected professional satisfaction are presented. An analysis across teams suggesting relationships between factors and different levels of team success is also provided. Implications and recommendations are directed at educational leaders who seek to create the conditions necessary for successful, results-oriented, teacher-collaboration including suggestions for leveraging the supports and mitigating the inhibiting forces influencing teacher-teams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]