Teacher Collaboration and Student Achievement

Abstract

This study was conducted to explore the relationship between teacher collaboration and student achievement. The pedagogical model espoused by Howland and Picciotto (2003b) defined teacher collaboration as a pedagogy that involves two or more teachers who regularly discuss teaching and learning, including learning activities, lesson plans, assignments, pacing, course design, evaluating, and revising the program. Five hundred twenty three school districts were invited to be part of this study. Then, 100 public school districts were randomly selected from 201 responses to an online survey addressed to Professional Development Chairpersons in Missouri. School districts were divided into two groups, collaborative and non-collaborative. Collaborative school districts were distinguished from non-collaborative school districts as districts that used contracted time, or time embedded within the school day, for staff to collaborate. Non-collaborative school districts did not meet during contracted time; collaboration occurred during workshops, book studies, and planning during the school day. Analysis was also conducted to determine the effectiveness of collaboration taking place between both groups. Eighth grade student achievement scores in Communication Arts and Math from the 2009-2010 Missouri Assessment Program (MAP) were analyzed to determine the relationship between collaborative school districts and non-collaborative school districts. Through the application of a t-test, a significant relationship was found between school districts utilizing contracted time for teacher collaboration and higher student achievement. Findings from the study should be useful in informing educators regarding the potential impact of utilizing contracted time for teacher collaboration.