The relationship of team learning and teacher learning through collaboration and their effects on teacher behaviors

The need to understand the teacher learning that is generated from teachers' participation in grade level team meetings has provoked a renewed interest regarding the practice of teacher collaboration. This study examines the collaborative efforts of a team of teachers in order to better understand how the teacher and team learning created from their grade level team meetings drives their instructional practices. Using qualitative data collection methods, I observed a team of teachers at one school site during their grade level team meetings. The findings from this research suggest that participation in grade level team meetings does influence teaching practices as teacher team members discuss, reflect, and refine their own classroom practices. This study identified three actions that teachers consistently displayed during the grade level team meetings; (1) Use of an Agenda, (2) Taking Notes, and (3) Participation. The data also revealed that the team members contribute to their learning through participation in their grade level meeting discussions as they build meaning in context. Next, the themes that emerged as salient to the effective functioning of the team were; (1) Sharing, (2) Creating as a Team, (3) Seeking and Offering Support, and (4) Goals. Finally, through the team members' self reports of their participation in their grade level team meetings, the data revealed a team of teachers who are committed to their own involvement as a member of a grade level team.;Findings from this study suggest the importance of understanding teacher learning as it is created in context in order to better understand how this learning influences instructional practices. This data can be helpful to professional development personnel, school site administrators, and teacher leaders as they facilitate the learning and development of educators as well as design future professional development opportunities. In addition, this study illustrates how teacher learning and team learning created through participation in grade level meetings can influence teachers' behaviors which will ultimately influence the students' learning.