Collaboration as a Predictor for Success in School Reform

Abstract

Although school reform has captured the attention of this country, considerable controversy exists regarding the feasibility of reform, appropriate strategies for implementing reforms, and the adequacy of preparation of school professionals who will work in reformed schools. We propose that collaboration is the theme which unites the various dimensions of school reform and that the potential of school reform success can be analyzed by examining the extent to which the conditions needed for collaboration can be created in schools. We apply this notion to three key reform issues: (a) professionalism; (b) empowerment; and (c) restructured schools, specifically as recommended in special education. We conclude that educators should more carefully deliberate the conditions required for collaboration, should more directly address the preparation of school personnel for collaborative activities, and should call for realistically matching expectations for reform with implementation opportunities and constraints.