As a school develops into a community of learners, the practice of teaching becomes less individual and more collaborative. At its best, the concept of collegiality as a state of common commitment to learning evolves to encompass teachers, students, administrators, and the community, both locally and nationally through professional organizations. It cannot be assumed to occur automatically when work assignments are shared, rather it appears to be driven by a shared bond or purpose. A key element is trust. Professional practice can result in internal conflict.
Intrinsic motivation is imperative if teachers are to move toward collaborative practice.
Intrinsic rewards, on the other hand, are determined by the individual, based on personal values and beliefs. These components of professional practice, and the supporting research base behind them, challenge us to form a vision and create a path toward personal professional growth. The traditional model in which individuals are left alone to teach in isolated classrooms is rapidly being supplanted by a model emphasizing the development of communities of learners who work collaboratively toward the education of the students in their care. The professional development and commitment of teachers is fundamental to success in this effort. 8.3 Recommendations of the National Science Teachers Association Meeting a commitment to professional practice toward valued social ends is an important part of the preparation of science teachers, and all middle grades teachers at East Carolina University.