ABSTRACT
As the policy landscape continually changes around schools, including policies about what counts as student progress and meaningful instructional practice, teachers grapple with not just how to collaborate but also with what to collaborate on. In such cases, professional collaboration is about learning how to stand on solid ground and about figuring out how to make teaching meaningful while dealing with rapid changes made by others. In an era of accountability and centralization with increasing numbers of standardized programs and assessments, the frustrations that teachers face are real and must be acknowledged.
