Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their responses differed notably by school, depending largely on the principal’s approach to implementation. In the three schools where teachers assessed teams favorably, principals set a meaningful purpose for teachers’ collaborative work, provided structural support and professional expertise for their deliberations, and established safe environments for teachers’ on-the-job growth.

中文翻译：

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衡量适合度：高贫困学校教师对教学团队的反应

教师队伍在城市学校越来越普遍。在这项研究中，我们分析了六所高贫困学校教师对团队的反应。教师使用两个标准来评估团队在满足工作需求方面的适应性：他们的团队是否帮助他们更好地教学，以及团队是否为更好的学校做出了贡献。他们的反应因学校而异，主要取决于校长的实施方法。在教师对团队评价良好的三所学校中，校长为教师协同工作设定了有意义的目标，为教师的审议提供了结构性支持和专业知识，为教师在职成长创造了安全环境。