Middle school teachers’ perception of collaboration

This research seeks to understand middle school teachers’ perceptions of a prescribed collaboration implemented by a school district. Teacher Team Time (TTT) was five years into implementation, providing middle school teachers with mandated collaboration time twice a week, using teams of teachers to support diverse learners’ needs. This study uses phenomenology to interview four participants at the same school about their experiences with TTT. Transcripts from interviews were analyzed using a descriptive coding process and these conversations revealed that there were limited collaborative opportunities prior to TTT, with many teachers collaborating on their own time. This research suggests that teachers view prescribed collaboration in a positive light with an understanding of what makes collaborative conversations successful. Four key considerations to guide prescribed collaboration are discussed: time, compatibility, trust, and autonomy. Recommendations include making sure: (a) school leaders ensure time is carved out for teachers to collaborate, (b) there is a balance of direction from administration and teacher autonomy, (c) connection-building time is recognized as vital to building trust within a group, and (d) administrators and lead teachers have the potential to make connections between collaborative groups at various school sites. ; teacher collaboration ; teacher team time ; prescribed collaboration ; phenomenology