How choice model affects teacher collaboration within the linked learning college readiness initiative

Research supports that teachers are the most important factor that influences student outcomes. Therefore, any reform effort to transform learning for students must begin with teachers and their work. Collaboration is a critical component of teachers' work, especially within reform efforts. The goal of college readiness reform initiatives is to disrupt the predictable pattern of the achievement gap by transforming instruction. The ability of teachers to transform their instruction comes from their own learning as a result of professional development and collaboration with colleagues, yet many teachers are either reluctant to participate or lack the skills to participate effectively. Understanding what factors motivate teachers to participate and how those factors are related to qualities of team collaboration will give educators insight on how to better structure and learn from team collaboration. This research seeks to understand the impact of choice participation as it is related to teacher collaboration within the Linked Learning College Readiness Reform Initiative. Grounded by the theoretical frameworks of the rational choice theory and the social constructivist learning theory, this paper will review literature that will inform and present a coherent premise for the study. The literature review will focus on the development of career academies that has led to the current iteration of Linked Learning, descriptions of teacher efficacy, teacher choice, teacher collaboration, and factors that contribute to or hinder effective collaboration. The methodology employed by this research will be qualitative case study approach that operationalizes the variable of choice participation and its relationship to qualities of teacher collaboration.