Both collaborative school reform and teacher evaluation reform show promise for improving teaching and learning. Yet, when enacted in schools, they have the potential to undermine one another. Therefore, the purpose of this paper is to begin conceptualizing one avenue for reconciling these policies. We consider how future research might begin to develop measures to evaluate collaborative teaching, specifically teachers’ performance as a team engaged in collaboratively enhancing students’ learning. We urge policymakers, researchers and practitioners alike to take seriously the need to make space in the evaluation process for the assessment of team work in schools.
Current education policies haven’t sufficiently leveraged the organizational and interpersonal aspects of schools which can benefit educators and students collectively. Instead, the focus has been primarily on technical and individual-level approaches. However, a focus on individuals seems insufficient and limited; a simultaneous and equally strong focus on strengthening the organizations where teachers work appears sorely needed.