Teacher Collaboration

Project-based learning encourages student engagement and self-directed learning, and helps teachers make the best use of their time.

A look at how school leaders can promote the establishment and success of a professional learning community for teachers.

Here are some ways teachers can manage the process of working together across the curriculum to design project-based learning units.

Having teachers work together to seek out and evaluate potential new teaching materials is a valuable PD opportunity.

Working on a project like a garden for years is challenging but yields plenty of learning and engagement for each new group of students.

Reflecting together might feel uncomfortable at first, but establishing the habit is essential to a successful co-teaching collaboration.

Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson.

Effective collaboration between language specialists and content teachers can help multilingual students succeed.

If managed well, these teams can help teachers innovate in the classroom and improve student outcomes.

Teacher candidates at the University of Wyoming Lab School co-teach with veterans to learn about planning, instruction, and assessment.

Working in small teams, high school teachers offer each other support and feedback for improving in their work.

Technology and changing circumstances have pushed educators to evaluate how they run meetings—and make some needed improvements.

Immediate application and feedback go a long way toward ensuring that professional development has its intended impact.

A school team’s emotional intelligence might be the most important predictor of what it will to do together and how conversations will go.

Special education teachers have valuable insights to share with their peers about patience, empathy, working with parents, and more.