Assessing Professional Collaboration in Schools: Knowing What Works

Abstract

Teacher collaboration has become an legitimate service delivery option for students with disabilities and students at risk for learning and/or behavior problems. Notwithstanding its growing popularity, there is little empirical research on the fidelity of implementation of intervention plans that stem from professional collaboration. The modest body of available research focuses more on process than outcomes. Accordingly, the authors draw on the literature to propose a multidimensional model for school personnel to evaluate the actual impact of collaboration.

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