Implementing curriculum and the collaborative process: a study of teacher research

This study was conducted for the distinct purpose of assessing the impact of teacher effectiveness as a result of collaboration. One teacher-researcher analyzed the method of collaboration occurring at her school site, and further assessed the role this teamwork played in creating curriculum, aligning grade level standards, and overall teacher effectiveness. A major influence on the study was the designated collaboration times the school site had implemented prior to this study and the idea of pursuing collaboration as a reform effort. Faculty is divided into grade level teams with an emphasis on the same discipline and hold weekly collaborative meetings. Considering the role of team members in the collaborative effort, team members were interviewed about their view of collaboration as a reform. Another main focus of study was a pre-selected body of students from the researchers' classroom (based on total participation in all assessments analyzed) to determine individual teacher effectiveness. Several measures were included as part of this assessment: Standardizing Testing and Reporting (STAR), California High School Exit Exam (CAHSEE), Gates-MacGinitie (a reading comprehension and vocabulary assessment), and colleague interviews. Scores from the previous year and throughout the current year were analyzed. Findings from this research suggest that cultural change can occur on campus and within the classroom when a collaborative approach is used. Key Words: collaboration, curriculum, teacher research, CAHSEE, STAR, Gates-MacGiniti