Drawing on qualitative case study research in four small schools, this paper explores the relationship between the professional contexts of schools—specifically supports for 1) collaboration focused on improving instruction, 2) professional development and teacher learning opportunities, and 3) the degree to which teachers have authority and leadership in shaping curriculum and school practice—and teachers’ delivery of high-quality instruction. Looking across multiple sources of data from four schools, we found clear differences in terms of the extent to which we saw teacher collaboration with a culture of reflection and inquiry, professional development aligned with teachers’ emergent needs, and shared leadership that encourages teacher authority.
- Teacher collaboration
- teacher learning
- teachers’ professional community