Introduction Consider how the adults in two different kinds of schools interact.
In school A, teachers do not discuss with one another their practice of teaching nor do they help one another to improve their skills. The principal's annual visits to the classrooms to evaluate teachers with the district checklist contribute little to teachers' growth. When administrators initiate new programs, teachers respond with apathy or are uncooperative. The faculty seldom unites around any effort to improve the school. In contrast to the isolation and fragmentation that characterize school A, teachers in school B feel they are working toward a common goal of school improvement.