Teacher Collaboration in a Geographically Remote School Jurisdiction.

This study examined how teachers in a geographically remote location experienced participation in a collaborative, professional development group project designed to develop student performance assessment tools. Participating teachers completed focus group and individual interviews as well as personal teaching efficacy surveys. All teachers new to the jurisdiction also completed the survey so comparisons could be drawn between participants and nonparticipants. Participants felt that being away from the normal routines of teaching and supervision allowed them to reflect on their practice, discuss strategies, and really talk to colleagues. The experience made them feel professional and valued as people. Teachers reported increased curricular knowledge and changes in expectations for students as a result of working with the project. They noted that their school administrators facilitated participation in the project. Teachers mentioned shared philosophy as an important factor in the project. Challenges to collaboration included lack of time, divergent staff interests, and school culture. Interview data showed increased contact among project members over the course of the year. Efficacy beliefs were strengthened and enhanced by participation in the project. Many participants conducted inservice presentations on the subject to other teachers in the jurisdiction. (Contains 38 references.) (SM)