The Reported Nature and Consequences of Teachers' Joint Work in Three Exemplary Schools

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Abstract
We sought to understand in teachers' words the nature and consequences of joint work. A knowledge-utilization framework was adapted and guided collection and analysis of data from 72 interviews with 7 school administrators and 31 teachers in 3 exemplary Canadian elementary schools. The schools were considered exemplary because each had scored high on a previous in-service project on enhancing students' decision-making skills. Our interviews confirmed that they were exemplary schools. Findings suggest that instrumental use of knowledge and support for teacher decision making tended to be limited to information exchange, joint planning, and participatory interactions. Conceptual advantages were also derived from such encounters but were more strongly associated with deeper levels of joint work. Salient examples included more efficient communication and development of shared meaning about program implementation, improved teacher efficacy, a sense of belonging, and enhanced understanding of students. We conclude that the consequences of teachers' joint work are substantial and suggest that continued monitoring of school improvement and restructuring initiatives will assist in identifying how collaborative norms might be developed.