Teacher status in teacher collaborative groups

What is it about?

In this article we describe how social status impacts teachers' collaborative work. Specifically, we explore how a high status teacher provides space for his more novice colleagues to take up leadership roles in a collaborative group working to redesign established curricula into PBL curricula.

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Why is it important?

While many studies examine how professional learning communities function, few focus on how teachers leverage status to establish productive and successful routines in their collaborative work. Yet, to many teachers, the status colleagues bring into collaborative endeavors can impact who gets to contribute in what ways, and when. This study highlights one example of how a high status teacher impacted the collaborative practice of his curriculum redesign team.