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National Trends in Teacher Collaboration

• Only 31 percent of teachers reported that they have sufficient time to collaborate with other teachers.
• Teachers who reported having greater opportunities and time for collaboration consistently reported higher levels of collaboration activity, regardless of the type of collaboration in question.
• Peer observation was the least common form of peer collaboration, with 44 percent of teachers reporting that they never observed another teacher's classroom to get ideas for instruction or to offer feedback in a typical month.
• Only 4 percent of teachers indicated that they never met with other teachers at their school to discuss instructional practice, with 43 percent indicating that they do so weekly or more often.
• School poverty did not have a statistically significant relationship with teachers' reports of collaboration opportunities or the frequency of activities.
• The association between the frequency of collaborative feedback and its perceived helpfulness is most salient for teachers in low-poverty schools; there is no apparent link between frequency and perceived helpfulness among teachers in high-poverty schools.