Practice 5 Teacher Collaboration
Collaboration has been called the single most important factor in sustaining the effort to create a professional learning community (Dufour & Eaker, 1998); and there is evidence of improved student learning in schools with collaborative norms (Lee & Smith, 1996; Little, 1990; Louis, Kruse & Marks, 1996; Newmann & Wehlage, 1995; Schmoker, 1999). Conversations, discussions and debates focused on teaching and learning issues nurture professional growth, build relationships, result in more informed practice and improved student achievement. Working together towards a shared vision for student learning, teachers discuss with colleagues difficult questions such as: How can we talk about and share our best practices? How can we engage in critical study of our practice? How much do we trust each other? Is our teaching authentic? How do we know what students know? How do our practices match what we say we believe in?