Teacher collaboration is the norm. However, it functions in various ways. This study evaluates the impact of two key aspects of high functioning teacher collaboration; clarity of purpose and supportive structures. Key actions were taken during a third grade team’s collaboration time to address each key aspect. From teacher surveys, interviews, and debriefs paired with literature on the topic of teacher collaboration three central themes have been derived: (1) A clear purpose allows the team to prioritize work and narrow their focus on specific tasks; (2) structure helps to focus a team’s collaboration on specific work; and (3) good facilitation is a significant component of teacher collaboration.
