Looking beneath the Surface: Teacher Collaboration through the Lens of Grading Practices

Abstract

Teacher teams at a new school were observed during their first year working together. Based on these observations plus interviews and document analysis, this article describes a “crisis” in teacher relations (a controversy about grading) and the practice of collaboration as it is revealed in this crisis. The discussion highlights the importance of teacher teams’ maintaining their planned focus despite impinging school crises, informing newcomers of the history of decisions and norms, articulating clear purposes for their work together, and addressing the power of traditions in attempts to innovate. The article concludes that this collaboration is an effective means for teachers to reexamine educational practices.