Collaborative school reforms and teacher evaluation reforms both show promise for improving teaching and learning in American schools. However, these reform movements have largely been implemented separately from each other, and because they are predicated on very different assumptions about how schools and teachers contribute to student learning, they have the potential to undermine each other. Therefore, the purpose of this article is to begin conceptualizing one avenue for reconciling these policies: developing measures to evaluate collaborative teaching. Drawing on literature in education and other fields (e.g., military), we find that although educational research has not, to date, investigated how to measure team teaching within schools, rigorous assessments of teamwork have been developed outside of education. Specifically, measures of team planning and team knowledge may prove particularly useful and could gradually be integrated within systems of teacher evaluation in schools.

中文翻译：

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教育改革政策的竞争链：协作式学校改革和教师评价改革能否调和？

合作学校改革和教师评估改革都显示出改善美国学校教学和学习的希望。然而，这些改革运动在很大程度上是相互独立实施的，而且由于它们基于对学校和教师如何促进学生学习的截然不同的假设，因此它们有可能相互破坏。因此，本文的目的是开始概念化协调这些政策的途径：制定评估合作教学的措施。借鉴教育和其他领域（例如军事）的文献，我们发现尽管迄今为止教育研究尚未调查如何衡量学校内的团队教学，但在教育之外已经开发了对团队合作的严格评估。具体来说，