Heterogeneity in the Productivity of Teacher Teams

• In Event: Roundtable Session 36
  In Roundtable Session: Improving Educational Outcomes Through Human Resources and Teacher Evaluation

Abstract

Although policymakers have recently been pursuing expanded collaboration, e.g., Professional Learning Communities, as an alternative to traditional teacher professional development, a large-scale quasi-experimental study of teacher inquiry has found very small to null effects. Further examination of heterogeneity and analysis of four case studies of teams suggest that small average effects mask considerable differences in team processes. Overall, the policy recommendation is to temper enthusiasm about teacher collaboration, as without appropriate structures and supports it has little measurable effect on teacher value-added, retention, and student achievement. Nonetheless, smaller-scale, higher intensity forms of collaboration that allow for more active leadership support and participation may be more promising, particularly for sub-groups of teachers such as those in their first year of teaching.

Authors

• Robert Shand, Teachers College, Columbia University

• Jessica Wallenstein, Center for Public Research and Leadership, Columbia University

• Elizabeth Marie Chu, Teachers College, Columbia University