Restructuring for collaboration : a case study

Isolation can deprive teachers of meaningful learning opportunities and feedback (Fullan & Hargreaves, 1996; Lieberman, 2008; Putnam & Borko, 2000; Schmoker, 2006). One Midwestern school district implemented a new schedule for elementary schools with an intended purpose of providing consistent collaboration time for teachers. My qualitative case study aimed to explore and interpret how instructional practices are influenced when teachers of one elementary school uses the district’s new collaboration schedule. My study was guided by a professional learning communities conceptual framework. PLCs are driven by six concepts that I used as a framework: (a) Shared norms and values, (b) shared and supportive leadership, (c) deprivatization of practice, (d) collaboration, (e) focus on student learning, and (f) reflective dialogue. Three research questions guided my study to lead to the significance of refining future policy regarding the master schedule as a structure to provide collaborative opportunities for staff that will ultimately improve student learning. My case study included a purposeful sample of classroom teachers. I collected data through individual