Exploring the Professional Consequences of Instructional Isolation: A Mixed-Method Study

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Understanding Teacher and School Collaboration: Factors Impacting and Implications of Collaborative Environments (Table 5)

Abstract

Teachers describe their colleagues as one of their most valuable resources, and teachers often report seeking out colleagues who teach the same grade or subject to get advice or to plan instruction together. However, many teachers face a structural barrier to this sort of collaboration when they are the only one in their school, or even district, with a specific teaching assignment. Our study defines, identifies, and closely examines the experiences of “instructionally isolated” teachers in Tennessee. This mixed methods study analyzes quantitative and qualitative data to better understand the professional experiences and career outcomes for instructionally isolated teachers. We find that instructional isolation is a feature of the organizational structure of schools that can have professional consequences for teachers.

Authors

• Susan Kemper Patrick, Learning Policy Institute
  Presenting Author

• J. Edward Guthrie, Tennessee Education Research Alliance
  Presenting Author

• Laura Fittz Parks, Vanderbilt University
  Non-Presenting Author