A case study: the use of teacher collaboration time for improving student achievement
The purpose of this mixed methods case study was to measure the percentage of teacher collaboration time spent on improving student achievement in one Title I elementary school in Southern California. All four participating teachers were "highly qualified" as described by NCLB, including the participant/researcher who gathered qualitative and numerical data during six grade level meetings. The results of this study rejected the hypothesis that teachers spend less than fifty percent of their total collaboration time on improving student achievement. The case study has acknowledged that teachers in this study spent more than fifty percent of their collaboration time on conversations and behaviors improving student achievement. The study also revealed several factors that contributed to increased teacher collaboration time on task. Factors included having a focus, reflecting, planning interventions and lessons, and analyzing student work. The researcher presented implications for further research related to the use of teacher collaboration time. KEY WORDS: teacher collaboration; student achievement; collaboration time on task; administrative input; professional learning communities.