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- Vol 6 RE: Chapters 7, 9, App D, App E
- Vol 7 RE: Chapter 10
purposeful teacher collaborationcollective teacher responsibilityprofessional trustinstructional dialoguecollaborative inquiryequity-oriented practiceBook Evidence summaryAt a glance
Datnow and Park argue that teacher collaboration improves learning only when it has a clear educational purpose and supportive conditions. Drawing on in-depth studies of elementary schools, they examine teams working toward equity and excellence amid accountability demands, policy shifts, limited time, and differing beliefs.
Key ideas
Productive collaboration combines shared responsibility for students, relevant evidence, professional trust, coherent goals, substantive discussion of instruction, and willingness to work through disagreement. Simply scheduling meetings or requiring a protocol can produce superficial compliance if teachers lack agency, useful information, facilitation, or connection to classroom problems. The authors show how collaborative inquiry can deepen teacher learning, sustain motivation, and expose inequities, while also acknowledging emotional labour and conflict. Leaders should protect time, build relational conditions, connect team learning across the school, provide appropriate expertise, and avoid over-directing the work.
Why it matters
The book frames collaboration as disciplined professional learning rather than congenial conversation or administrative routine.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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