Discusses advantages to the whole-faculty study-group process, which involves small groups that meet regularly to focus on some area of educational improvement. The paper presents 15 whole-faculty study-group process guidelines, and it concludes that study groups can help teachers accomplish together what they are already expected to do. (SM)

Obtains information about how teachers and reading specialist interns worked together to implement early intervention programs in three different school districts. Describes types of collaboration using observations in the classroom and interviews with interns and teachers. Suggests that the context in the school site, teacher preference, and…

Describes a project that formed cross-grade elementary teacher teams that met weekly to engage in collaborative planning, instruction, and assessment. The teams included classroom teachers from several grade levels together with special-education teachers, inclusion and behavioral specialists, guidance counselors, and music and physical-education…

Describes how 14 elementary teachers, two administrators, and one facilitator (a university faculty member) formed and carried out a year-long study group. Discusses benefits, noting that teachers can take control of their learning by actively participating in problem-centered discussions and activities. Offers several planning guidelines for…

In fall 1999, teachers of two Wisconsin elementary schools met to discuss setting specific goals that are strategic, measurable, attainable, results-oriented, and time-bound (SMART). Commonly used in government and industry, SMART goals are now helping educators evaluate their instructional processes and programs. (MLH)

Describes an approach to faculty development that relies on faculty learning from one another through peer observation. Rather than equating such observation with evaluating a colleague's performance, faculty observers are urged to approach the assignment as "students of teaching." (DB)

Describes a beginning teacher mentoring program in which veteran teachers serve as coaches, confidantes, role models, and friends to all new teachers in the district (experienced or not). These relationships benefit everyone involved. The program involves a collaborative staff development project with a nearby university. Evaluation of the program…

Describes Internet Relay Chats (IRCs), electronic conversations over the Internet that allow multiple users to write messages, and their applications to educational settings such as teacher collaboration and conversations between classes. Explains hardware and software requirements, IRC organization into nets and channels, and benefits and…

An analysis of 100 English primary school development plans (SDPs) found that the SDPs tended to be multifocused, with few criteria for judging success. The paper examines three key issues in SDPs: promoting a unified, collaborative ethos; linking withtarget identification and review and subsequent improvements; and linking with student learning.…

Discusses interdisciplinary team collaboration for teachers, including structuring a successful team meeting, the 10-step interdisciplinary problem-solving meeting, evaluation of team collaboration, and effective team communication. (SR)

A project conducted by two university instructors and a group of Madison-area primary teachers attempted to improve at-risk students' early literacy capabilities. The Teachers Helping Teachers project helped participating teachers create their own small professional-development communities, emphasize children's strengths, and improve instruction.…

This article outlines a variety of communication strategies for effective collaboration in school settings, including conducting a needs assessment, providing professional development, producing newsletters, forming study groups, and conducting small-group dialogues. Topics for conversation are discussed and sample needs assessment items are…

A study explored associations between co-teachers' (n=20) perceptions of similarity (in philosophical beliefs, personal characteristics and traits, and professional style) with one another and two quality outcomes. With disability status controlled for, there was a significant relationship between the co-teacher relationship and quality of the…

Used data from questionnaires, interviews, focus groups, and document analyses to examine how professional development was conceived and supported within a school-university partnership, examining perceptions of growth achieved by secondary school teachers and teacher educators. Participants perceived four sites for their professional development…

Twelve guidelines, accompanied by specific suggestions, address ways to improve collaboration between regular and special education teachers in schools moving toward inclusive schooling practices. Sample guidelines are to establish schedules, set expectations for student work and assignments, determine team members' classroom roles, share…