This qualitative study examined teachers' perceptions of collaboration in a northeastern US state within the context of high-stakes teacher evaluation. Teachers were asked about collaboration via an open-ended prompt (n = 1336). Data were evaluated through the professional capital framework. Themes included: pockets of collaboration, inclusion versus isolation, administrator relationships and supports, and time. Results suggested that teacher evaluation changes reduced social and decisional capital via lost autonomy; usurped collaboration time; diminished administrator instructional leadership; and increased teacher competition. However, the changes forced teachers to collaborate, though counter to their preferences, around student data and research-based practices.

这项定性研究在高风险教师评估的背景下检查了教师对美国东北部州合作的看法。通过开放式提示 ( n  = 1336)向教师询问协作问题。数据通过专业资本框架进行评估。主题包括：协作、包容与孤立、管理员关系和支持以及时间。结果表明，教师评价的变化通过失去自主权减少了社会和决策资本；占用协作时间；管理者教学领导力减弱；并增加教师竞争。然而，这些变化迫使教师围绕学生数据和基于研究的实践进行协作，尽管与他们的偏好背道而驰。