Teacher Teaming as Job-Embedded Professional Development: Results of a Fidelity of Implementation Study

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Abstract

Teacher teaming is an innovative form of job-embedded professional development. This paper presents a fidelity of implementation (FOI) study of a district-wide Teacher Teaming Intervention (TTI) in a large urban district. The study examined district adherence to key design elements of the TTI: adherence (e.g., team formation), dosage (e.g., time), quality (e.g., topics of discussion), participant responsiveness (e.g., value derived), and adaptation (e.g., variance by school). Exploratory factor and regression analyses revealed a strong positive relationship between teacher-reported team collaboration environment and perceived impact on instruction of their participation. Additionally, an ANOVA showed Low-Equity teams scored lower on Effects on Instruction. Administrators used the findings to inform and guide their improvement efforts.

Authors

• Injila Rasul, University of Massachusetts - Amherst

• Rebecca H. Woodland, University of Massachusetts - Amherst