From Classrooms to State Policy: Factors Shaping Teacher Collaboration and Expertise Sharing

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 2

Abstract

This mixed-methods study investigates how school-, district-, and state-level factors influence expertise sharing in mathematics-focused teacher workgroups. Drawing on survey data from 36 educators, observations of five workgroup meetings, and interviews with three teachers, the study explores the structural supports and constraints that shape collaborative teacher learning. Findings show that dedicated meeting time, instructional resources, and school-based support staff were critical at the school level. District-adopted curricula and assessments structured collaboration, though access to sustained professional development varied. While state-level factors were less visible, required assessments consistently influenced planning and instructional alignment. The study highlights how teacher workgroups function within multilayered systems and offers insights for designing environments that better support teacher collaboration and instructional improvement.

Authors

• Robin Keturah Anderson, North Carolina State University

• Temple A. Walkowiak, North Carolina State University

• Shaun B. Kellogg, North Carolina State University