Multi-School Collaborative TEAMS
Building Districtwide Partnerships in a PLC at Work
JEN MINOR & AMY MOORE
Multi-School Collaborative TEAMS
Copyright © 2026 by Solution Tree Press
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Let’s celebrate the collaborative educators who make a difference every day!
This book is dedicated to the educators who embrace the power of collaboration, tirelessly striving to enhance learning for every student. Your commitment to building bridges between schools and creating spaces of shared knowledge and growth is truly inspiring. Together, you demonstrate that we are stronger as a united community.
To the administrators who champion teamwork and foster environments where collaboration thrives—thank you for leading with vision and heart.
This book is for all of you—the backbone of our education system. Thank you for your dedication, passion, and unwavering belief in the power of collective effort. By merging your talents and ideas, you are pushing beyond boundaries to transform education and serve as catalysts for change. Thank you for your relentless commitment to making a lasting impact on our most precious resource—our students.
Acknowledgments
This book would not have been possible without the collaborative spirit and teamwork that it seeks to promote. First, to the many educators and school leaders who shared their experiences and insights—your dedication to fostering collaboration across schools is the heart of this work. Thank you for being an inspiration and for proving that collective effort can lead to extraordinary outcomes.
To our friends and colleagues in the world of education—thank you for constantly encouraging us to push the boundaries of what collaboration can look like. Your thoughtful discussions and feedback shaped this book in countless ways. We are grateful to the Deer Valley Unified School District for its unwavering commitment to professional learning communities (PLCs) and multi-school collaborative teams (MSCTs). The district’s dedication to these collaborative structures has helped influence and inform the practices shared throughout this book.
A special thanks to associate publisher Todd Brakke, who began this journey of supporting the ideas for this book in its infancy and helped us see it through. His insight, wisdom, and unwavering encouragement brought our ideas to life and made our vision a reality.
A special thanks to our families for their steadfast support and love. They understood our passion for this project and gave us the time and space we needed to bring it to life. Thank you to Ellie, Lilah, Bo, Aaron, Ella, and Max.
And finally, we want to acknowledge our special partnership in coauthoring this book. Our paths first crossed ten years ago while serving as principal mentors for the Arizona Education Foundation’s Principals Leadership Academy of Arizona. A chance introduction in the parking lot after a mentor meeting marked the beginning of a lifelong friendship and professional partnership. We knew one day we would do something truly impactful together. This book was a team effort in every sense. Our passion, purpose, and partnership made this process both productive and fun. Here’s to many more collaborative projects in the future!
Together, we’ve crafted something we hope will serve as a guide and source of inspiration for educators everywhere who are looking to strengthen their collaborative efforts throughout their schools and across districts. Thank you all for helping make this vision a reality! This book is a testament to the collective effort of everyone who has supported us along the way, and we are eternally grateful.
Solution Tree Press would like to thank the following reviewers:
Craig Mah
District Principal
School District No. 43
Coquitlam, British Columbia, Canada
Peter Marshall
Educational Consultant
Solution Tree Author and Associate Burlington, Ontario, Canada
Shanna Martin
Instructional and Technology Coach
Lomira School District
Lomira, Wisconsin
Lindsey Matkin Principal
Kinard Core Knowledge Middle School
Fort Collins, Colorado
Nicole McRee
Science, STEM, and Wellness Curriculum Specialist
Kildeer Countryside School District No. 96 Buffalo Grove, Illinois
Michael L. McWilliams
Solution Tree Associate Denton, Texas
Kathy Perez
Professor Emerita School of Education
St. Mary’s College of California Alameda, California
Lana Powers
Department Chair for Business, FACS, Fine Arts and Technology
Evansville Central High School
Evansville, Indiana
Jennifer Renegar Data and Assessment Specialist Republic Schools Republic, Missouri
Janel Ross Principal Mountain Meadow Elementary School Buckley, Washington
Bo Ryan
Principal, Author, Solution Tree and Marzano Associate
Ana Grace Academy of the Arts, Grades 6–8 Bloomfield, Connecticut
Melissa Saenz Principal
Montwood Elementary School El Paso, Texas
Christie Shealy Director of Testing and Accountability Anderson School District One Williamston, South Carolina
Visit go.SolutionTree.com/PLCbooks todownload thefreereproduciblesinthisbook.
About the Authors
Jen Minor is an associate at Solution Tree, where she brings three decades of expertise in educational leadership. In her role, she partners with schools across the United States to support the successful implementation of PLC at Work and RTI at Work™ processes, helping to drive school improvement and enhance student outcomes. Jen’s career includes a diverse range of leadership roles. She served as a district supervisor, principal and assistant principal at both the elementary and middle school levels, a professional learning community (PLC) trainer, and a classroom teacher.
Jen has dedicated her efforts to coaching district and school leaders, guiding coalitions, teacher facilitators, and collaborative teacher teams. Her guidance for administrators and teachers significantly contributed to the district she worked in for nineteen years. In May of 2021, the district was recognized as a Model PLC School District, underscoring its successful implementation of PLCs.
A key architect of districtwide collaboration, Jen played a crucial role in establishing a systematic process for multi-school collaborative teams (MSCTs) across forty-one schools. Her leadership fostered deep collaboration between teachers and administrators on essential content and instructional strategies. As a member of the district’s administrative leadership team for six years, Jen supervised principals at all school levels, championed collective responsibility, and strengthened PLC culture. In addition, she led the district’s Aspiring
Leader Program, successfully recruiting and mentoring forty-three teacher leaders for administrative roles and significantly enhancing their leadership capacities.
Jen’s influence extends beyond district boundaries. She has served as a mentor for principals at the Arizona Educational Foundation’s Principals Leadership Academy of Arizona and conducted school evaluations for AdvancED, guiding institutions through the national accreditation process. During her tenure as a principal, her school was recognized in the top 5 percent of all Arizona schools and earned the prestigious National Center of Educational Achievement Higher Performing School designation. Additionally, her school received the Arizona Education Foundation’s A+ School of Excellence Award. In 2012, she was named Arizona’s Gifted Administrator of the Year by the Arizona Association of the Gifted and Talented (AAGT).
Jen graduated magna cum laude with a bachelor of science in elementary education from Minnesota State University, Mankato, and holds a master’s degree in educational leadership from Northern Arizona University. She has presented at numerous conferences, including the Arizona School Administrators Association and Arizona Association for Gifted and Talented, and continues to speak nationally on PLC at Work and RTI at Work topics.
To learn more about Jen Minor’s work, follow her @jjminor7 on X or at linkedin.com /in/jenminoraz on LinkedIn.
Amy Moore is the PLC manager for Deer Valley Unified School District in Phoenix, Arizona, where she drives the district’s mission to foster a collaborative, results-driven learning culture. Under her leadership, Deer Valley USD has been recognized as a Solution Tree Model PLC District, reflecting its commitment to continuous improvement and shared professional growth.
Amy has played a pivotal role in developing districtwide systems that connect teachers across forty-two schools, particularly those teaching grades 5–8 who departmentalize into multi-school collaborative teams (MSCTs). Her work strengthens interschool collaboration, ensures consistency in the PLC process, and maintains a sharp focus on student achievement.
With a career spanning multiple educational roles, including teacher, assistant principal, principal, and university adjunct professor, Amy has proven her ability to drive transformative change. Notably, as the school principal, she led a Title I elementary school from a low C rating to an A rating by the Arizona Department of Education and designation as an A+ School of Excellence. She attributes this success to a culture of collaboration and the power of collective teacher efficacy.
As a Solution Tree associate, Amy has consulted with school districts nationwide and presented at national conferences, sharing her expertise in PLCs and innovative education practices. She also mentors principals across Arizona and serves on the Arizona Educational Foundation A+ Selection Board.
Amy holds a bachelor’s degree in elementary education, graduating magna cum laude from the University of Northern Iowa, and a master’s degree in educational leadership from Drake University.
To learn more about Amy Moore’s work, follow her @AmyMoorePLC and @dvusdplc on X, or at linkedin.com/in/amymooreaz on LinkedIn.
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To book Jen Minor or Amy Moore for professional development, contactpd@SolutionTree.com.
Introduction
In many schools, teachers often find themselves isolated within their classrooms and tasked with meeting the diverse needs of their students while navigating a complex and constantly evolving educational landscape. This isolation is particularly pronounced in schools where educators are the sole instructor for a particular subject or grade level or where new and inexperienced teachers require significant guidance and support to thrive. Without access to collaborative networks, these teachers face challenges in aligning instructional practices, sharing resources, and sustaining professional growth. The result is a system where the variability in teacher effectiveness can lead to inconsistent student outcomes—a challenge that affects not just individual classrooms but entire schools and districts. These emerging challenges cause schools to struggle with implementing a guaranteed and viable curriculum.
Some of the many challenges facing education today center around insufficient resources, including a depleting workforce, a shortage of teacher mentors, inadequate time for collaboration, and a limited pool of applicants with the necessary knowledge and experience. Operating in environments with limited resources and a loss of focus can significantly hamper a school’s effectiveness in teaching and continuous improvement. This frustration often leads to a sense of futility among educators and staff that hinders a school’s capacity to gain the support it needs in delivering a guaranteed and viable curriculum (Marzano & Hardy, 2023).
According to a January 2022 National Education Association (NEA) survey, threefourths of members said they have had to fill in for colleagues or take on other duties due to shortages. Additionally, 80 percent reported that unfilled job openings have led to more work obligations for educators who remain (Walker, 2022). Considering the demanding aspects of the profession, the emotional well-being of educators can suffer significantly without time-embedded, adequate, and targeted support from colleagues and across classrooms and schools.
Conversely, scheduling meetings or release time and grouping together teachers who do not align with the same essential standards and skills, or who are inexperienced and lack knowledge, may result in stagnation. Some educators may perceive that time is lost and wasted on nonessential endeavors and view their collaborative release time as unproductive.
Implementing multi-school collaborative teams (MSCTs), as detailed in this book, is a transformative strategy designed to bridge these gaps by fostering collaboration, shared expertise, and a unified approach to teaching and learning. MSCTs aim not only to alleviate the challenges of isolation but also to drive systemic improvement, guaranteeing that every student reaches high levels of learning. MSCTs allow singleton teachers to match other educators outside their school who share the same essential standards, content, and skills. This gives every singleton teacher the opportunity to gain the support they need in developing a guaranteed and viable curriculum.
Professional learning communities (PLCs) provide the foundational framework for collaboration and continuous improvement within schools and across districts. By bringing educators together to focus on student learning, align instructional practices, and analyze data, PLCs establish a culture of shared accountability and collective responsibility. Melanie S. Morrissey (2000), a seasoned educational leader and published expert in school improvement and PLCs, asserts that PLCs offer an infrastructure for creating the “supportive cultures and conditions necessary for achieving significant gains in teaching and learning” (p. 3). Additionally, they “provide opportunities for professional staff to look deeply into the teaching and learning process and to learn how to become more effective in their work with students” (p. 3).
MSCTs build on this foundation, extending the principles of PLCs across campuses to address challenges that arise when teachers work in silos or when schools face inconsistencies in instructional quality. MSCTs leverage the collaborative structure of PLCs to create a broader, interconnected network of educators across schools and throughout a district, or even across more than one district. The purpose of this network is to enhance teaching and learning on a larger scale, ensuring excellence and consistency in instructional practice and student outcomes.
MSCTs working to ensure high levels of learning for all students unites the work of a PLC, and they build on the foundation of a PLC by uniting their beliefs and practices and
developing structures around the four pillars. These structures ensure alignment in purpose, foster consistent collaboration, and establish clear processes for achieving shared goals. By focusing on the four pillars of a PLC—(1) mission, (2) vision, (3) collective commitments (values), and (4) goals—MSCTs create a framework that promotes accountability, enhances instructional quality, and drives continuous improvement across schools (DuFour et al., 2024). This intentional alignment empowers educators to work interdependently, leveraging their collective expertise to ensure equitable, high-quality learning experiences for all students. These structures drive the initial focus and work of the MSCT.
For MSCTs, the four pillars of a PLC (DuFour et al., 2024) offer a unifying framework that ensures alignment across campuses. Establishing clarity and consensus in these areas helps MSCTs remain focused on what matters most: a shared purpose, a compelling future, collective behaviors, and measurable progress. When MSCTs are grounded in these pillars, they are better positioned to build a collaborative culture, drive coherence across schools, and sustain meaningful improvements in teaching and learning. Figure I.1 shows an overview of these four pillars.
and
Source: DuFour et al., 2024, p. 47.
FIGURE I.1: The four pillars of a PLC.
A PLC fosters a culture of continuous improvement, shared responsibility for student learning, and enhanced professional growth. By aligning efforts and resources, MSCTs can effectively address challenges, leverage collective expertise outside of school walls, and achieve higher levels of student achievement.
Why We Wrote This Book
We wrote this book in response to our education system’s evolving demands, which have posed significant challenges for schools across our district and many others across the United States. The rapid pace of technological and societal change leaves many educators—both new and experienced—feeling unprepared or inadequate, especially when professional development and release time lack relevance or practical application. Through our journey, we discovered that with the implementation of MSCTs, we elevated the quality of collaboration by ensuring teachers received job-embedded support tailored to their content or grade level. When given protected time to collaborate meaningfully across schools, educators no longer work alone; instead, they engage in purposeful dialogue, share effective practices, and make better use of their time to meet the diverse challenges they face in the classroom.
Before the implementation of MSCTs, educators in our district often found themselves working in isolation, particularly when paired with colleagues who had limited knowledge or experience in their specific subject area or grade level. This isolation was especially pronounced for singleton teachers—those without a teaching partner focused on the same essential content and skills. Prior to the implementation of MSCTs, our schools’ implemented structure for collaboration required teachers to work with colleagues from different grades or subject areas, limiting the effectiveness of their efforts.
As a result, the varied and complex needs of students—ranging from behavioral challenges to academic deficiencies and emotional struggles—were not adequately addressed. The increasing demand for educational consistency and high-quality instruction for all students, regardless of their school or teacher, further amplified the pressing need for a solution. Teacher turnover and a decrease in teacher retention highlighted our need for a more systematic and supportive approach that would equip educators with the tools, collaboration, and mentorship required to navigate challenges effectively and ensure consistent, high-quality learning experiences for every student. Addressing these challenges required a paradigm shift, one that moved beyond isolated professional development sessions or one-size-fits-all approaches to teacher support.
Recognizing this gap, we understood the urgent need to create a more effective system— one that would empower teachers to harness the full potential of collaboration, a necessity we deemed critical for success across schools in our district. The traditional model of assigning a school or district mentor teacher was simply not enough to support the diverse responsibilities tasked to teachers in our district. We realized that many educators were
spending far more than an eight-hour day on tasks such as developing plans for students below proficiency, contacting parents, responding to emails, analyzing achievement data, learning new curricula or programs, managing behavior, and grading and reporting for hours. With so many responsibilities to juggle daily, finding time to plan for their own professional growth and accessing the support they need became nearly impossible.
Thoughts From Educators Working in MSCTs
Our MSCT not only works well together, but we enjoy each other’s company. We see our labor come together to benefit each other and our students to the fullest capacity. Members go out of their way to help one another and build each other up on a daily basis.
—High school mathematics teacher
Authors and educators Ruth Chung Wei, Linda Darling-Hammond, Alethea Andree, Nikole Richardson, and Stelios Orphanos (2009) draw on a wide range of research to demonstrate how salaries and working conditions, as well as preparation, mentoring, and support, affect teacher entry and retention:
Good teachers gravitate to places where they know they will be appreciated. They are sustained by the other good teachers who become their colleagues, and together these teachers become a magnet for still others who are attracted to environments where they can learn from their colleagues and create success for their students. Effective leaders and policymakers create great school environments in which accomplished teaching can flourish and grow. (p. 27)
MSCTs ensure teachers have adequate support and encouragement to grow professionally, collaborate effectively, and enhance their teaching practices, ultimately leading to improved student outcomes. For example, our district’s implementation of MSCTs pairs teachers with diverse expertise to deliver both (1) job-embedded training and (2) mentorship. These are essential components schools must ensure every teacher receives to make sure they gain the support, guidance, and training they need not only to survive but also to thrive.
In the dynamic educational landscape, the importance of collaboration and shared expertise among educators cannot be overstated. MSCTs are emerging as a vital strategy to bridge the gaps that often exist between teachers, especially in schools where educators may be the sole instructor for a particular subject or grade level or within schools that welcome new or inexperienced teachers who require an army of support to stay the course. MSCTs bring together teachers from different schools, fostering a culture of collaboration, mutual support, and shared accountability for student success. This innovative approach not only enhances the professional growth of educators but also ensures all students, regardless of their school or teacher, have access to consistent, high-quality education.
About This Book
In this book, we provide research, insights, and practical, results-based experiences on how to establish an effective system of MSCTs. We explore why MSCTs are a vital component of a PLC, what it takes to lay the foundation for MSCTs, and how to build districtwide or cross-district capacity. Our stories of failures, challenges, successes, and solutions are openly woven throughout the chapters. Additionally, each chapter features guidance, research, examples of our created resources, and templates we find useful for collaboration.
This book is designed for superintendents and district leaders seeking to establish a framework for retaining, recruiting, and developing a strong mentorship program. It is also intended for principals, guiding coalition members, instructional coaches, teacher leaders, and teachers engaged in multi-school collaboration who support the growth of educators needing development in content knowledge and instructional skills, particularly in settings where achievement scores are stagnant or declining. It is designed to support efforts to implement a systematic approach that ensures educators—both teachers and leaders— collaborate toward shared goals, improve districtwide student outcomes, and maintain alignment with curriculum standards and expectations. Additionally, it provides guidance on mentoring and supporting new teachers, as well as assisting experienced educators transitioning into new roles. District leaders will find tools to help monitor instructional quality and build leadership capacity across the district.
This book also addresses the distinct challenges faced by small schools with singleton teachers—those responsible for a single subject, content area, or grade level—and educators managing departmentalized content areas where they are essentially a team of one. The following is a chapter-by-chapter overview.
Chapter 1 introduces the concept of MSCTs, exploring their definition, purpose, and the profound impact they can have on both educators and students. Through compelling, real-life examples and evidence-based insights, this chapter illustrates how MSCTs can help educators overcome the challenges of a lack of peer support, burnout, and inconsistent instructional practices. By establishing a system where teachers align their teaching methods and share best practices, MSCTs foster educational equity and enhance student outcomes across multiple campuses and inside classrooms.
Chapter 2 delves into the essential steps schools must take to lay the groundwork for successful MSCTs. Building on the concepts introduced in chapter 1, it focuses on the how —the processes and strategies necessary for forming and sustaining effective MSCTs. By emphasizing collective responsibility, shared understanding, and clear goals, the chapter outlines a structured approach to connecting educators across different campuses. It introduces the following five foundational footings that support the creation of a cohesive and collaborative environment: (1) building shared knowledge, (2) defining the current reality, (3) developing a guiding coalition, (4) establishing a common vocabulary, and
(5) celebrating progress. These elements are critical for ensuring that MSCTs not only function effectively but also contribute to a culture of continuous improvement and student success across schools. This chapter also includes practical tools and frameworks, such as checklists and calendars, to assist schools in organizing and matching up teachers across schools to form MSCTs.
Chapter 3 discusses the critical importance of building leadership capacity to effectively implement MSCTs. It emphasizes that creating change within an organization requires a well-structured approach, including establishing district and school-level guiding coalitions. These coalitions are responsible for driving systemic change, fostering collaboration, and ensuring alignment across multiple schools. The chapter outlines practical steps and strategies for developing leadership within these coalitions, such as creating a strong mission statement, establishing collective commitments, and providing extensive training for facilitators. It also highlights the role of PLCs in enhancing teacher capacity and promoting a culture of continuous improvement. We argue that schools can create a sustainable environment where MSCTs thrive by focusing on leadership development, which ultimately results in improved student outcomes and a collaborative system focused on growth.
Chapter 4 emphasizes how building cohesiveness within MSCTs enhances productivity and achieves shared goals. It outlines strategies for fostering strong interpersonal relationships, trust, and clear communication among team members who may come from different schools and have limited prior interactions. The chapter provides tools, resources, and activities designed to build and maintain team cohesion, which is crucial for maximizing the impact of MSCTs on student learning outcomes. Key elements, such as collective commitments, norms, and clearly defined roles, are essential for creating a unified team identity and ensuring effective collaboration. By establishing a foundation of trust and mutual respect, MSCTs can work together more effectively to address challenges, align their efforts, and drive significant improvements in teaching and learning across schools.
Chapter 5 focuses on a structured process for MSCTs to maximize efficiency and impact on student outcomes. It highlights the challenges of time and communication, particularly when team members are based at different schools and must coordinate their efforts either in person or online. The chapter emphasizes the need for a clear framework, guided by the four critical questions of a PLC (DuFour et al., 2024), to ensure collaboration is productive and focused on improving student learning. It also addresses the integration of MSCTs with grade-level teams, emphasizing the importance of alignment and shared strategies. Practical tools, like pacing calendars, data protocols, and structured meeting agendas, are provided to help teams navigate these processes effectively. The ultimate goal is to foster a collaborative culture that continuously enhances teaching and learning across schools so they reduce the variability of student outcomes and ensure consistent, high-quality instruction across multiple campuses.
Chapter 6 underscores the importance of strong leadership and systematic processes for the success of MSCTs. It highlights the role of school leaders in fostering collaboration
through the development and use of administrative cohort teams, which monitor and support the MSCTs. By setting SMART goals and using tools like observational checklists, MSCT leaders can align with educational objectives and drive continuous improvement forward. The chapter emphasizes the need for data-driven professional development to ensure teams function effectively, providing a roadmap for sustained progress across schools.
Chapter 7 emphasizes how maintaining and continuously improving the collaborative culture, processes, and practices of MSCTs ensures long-term success. This chapter discusses the evolution of MSCTs from basic idea exchanges to highly effective, data-driven teams focused on student outcomes, and outlines key strategies for sustaining their success, such as onboarding new staff effectively, fostering a culture of peer observation and feedback, and aligning cross-district collaboration. Additionally, the chapter highlights the importance of communicating consistently with all stakeholders, celebrating successes, and using the flywheel effect—in which small, consistent efforts build momentum over time— to sustain and enhance the effectiveness of MSCTs. Through these deliberate actions, MSCTs can achieve sustained progress and foster a unified approach to education across multiple schools.
As we explore the structure, processes, and benefits of MSCTs, it becomes clear that they are more than just a support system—They are a catalyst for systemic change. By empowering educators to work together across schools, MSCTs contribute to building a more cohesive, effective, and resilient educational community, driving continuous improvement and fostering long-term success for both teachers and students alike. As you delve into this book, you’ll gain a deeper understanding of how MSCTs can transform the educational experience and why they are essential for the future of our schools.
CHAPTER 1
Creating Multi-School Collaborative
Teams
Isolation limits practice; connection multiplies it. When teachers link arms across schools, students and the educators who guide them feel the strength.
—Jen Minor and Amy Moore
In many rural, small-school, or secondary settings where teachers departmentalize, educators often find themselves professionally isolated with limited opportunities to collaborate with colleagues who teach the same content. This chapter explores how MSCTs can offer a transformative solution for this problem. Through a compelling, real-world example of three sixth-grade mathematics teachers—each from a different campus yet facing nearly identical challenges—this chapter illustrates how MSCTs can break down geographic barriers and professional silos.
By creating intentional structures for collaboration across schools, educators gain access to shared expertise, co-developed assessments, and collective clarity around essential standards. What begins as a logistic solution becomes a lifeline, fostering a sense of belonging,
strengthening instructional quality, and ultimately improving student outcomes. As you explore this model, you’ll discover how MSCTs not only elevate individual practice but ignite systemwide improvement through connection, purpose, and shared leadership.
MSCT Scenario: From Isolation to Impact
At Meadow Ridge, Canyon View, and Oak Hollow Elementary Schools—three small, rural schools separated by miles but united under the same district—sixth-grade teachers faced a shared challenge: They were the only ones in their buildings teaching their grade-level mathematics standards. Isolated within their own school-based collaborative teams, all three teachers felt stuck.
“Sometimes, I feel like I’m just guessing,” admitted Ms. Reynolds from Canyon View during the first MSCT meeting. “I don’t have anyone to compare pacing with or to help figure out if I’m spending too long on a concept.”
“I know exactly how you feel,” replied Mr. Davis from Meadow Ridge.
“Last year, I didn’t even realize until testing season that I’d skipped over two essential standards that I assumed were covered in our old materials,” Ms. Salgado from Oak Hollow added. “And when you’re the only one teaching a subject, you never know if what you’re doing is rigorous enough. That’s why I am excited to finally belong to this group!”
Recognizing these common struggles, the district partnered with the three principals who provided oversight for these teachers and brought together grade-level singleton teachers like Ms. Reynolds, Mr. Davis, and Ms. Salgado to form an MSCT. In their first few meetings, the team worked on developing collective commitments, unwrapping the essential standards, and comparing how each teacher approached instruction, assessment, and pacing. By the third MSCT meeting, the team had co-created a shared mathematics unit and a calendar that clearly spelled out when each learning target would be taught, and they were now working on creating a common formative assessment.
“I finally feel like I’m part of something bigger,” Ms. Reynolds shared. “And knowing that my students are getting the same essential content as others across the district—it’s a relief.”
With a renewed sense of purpose and clarity, the team began to focus not just on what to teach, but how to teach it more effectively. Sharing strategies for student misconceptions, adapting lessons for time constraints, and celebrating small wins together transformed their teaching practice. For these teachers—and the students they served—MSCTs became more than a meeting structure. They became a professional lifeline.
For leaders, the thought of adding another unique team construct to an already dynamic team-driven environment may feel overwhelming or unnecessary to prioritize. As you come to understand MSCTs, however, we believe you will begin to recognize the many long-term benefits.
To begin the journey, this chapter explores the definition and characteristics of MSCTs—a concept that encompasses the coordinated efforts of educators, administrators, and students from various schools (in a district or across districts) working together toward common educational goals. MSCTs are an essential format for ensuring schools of all sizes and demographics can benefit from shared resources, expertise, and innovative practices.
This chapter also delves into the impact of multi-school collaboration on educational outcomes and how it creates a more cohesive and supportive learning environment for all students and staff. By working together, these teams help to bridge gaps in educational equity, enhance time and resources spent on professional development for teachers across schools, and slow staff attrition occurring in schools. Moreover, this chapter highlights the benefits of such collaborative efforts, including improved student achievement and targeted job-embedded professional development for educators. These benefits promote stronger ties between the schools that participate and the educators who are members of MSCTs.
By analyzing the successes and challenges MSCTs face, this chapter aims to underscore the importance of collaboration in driving innovation and improving the overall quality of education.
Definition of a Multi-School Collaborative Team
The best team structure for improving student achievement is simple: a team of teachers who teach the same course or grade level (DuFour et al., 2024). An MSCT links teachers from different schools in the same district or across districts who teach the same grade level or departmentalized content to collaborate using the PLC process. MSCTs are vital for schools with singletons because they provide essential opportunities for collaboration that would otherwise be limited by staffing structures. By connecting singleton teachers across schools or across districts, MSCTs ensure all educators have a team with whom they can engage in collective inquiry, share effective practices, and build common assessments aligned to shared standards. In the context of a PLC, a singleton refers to a teacher who is the only one in their school or department who teaches a particular subject or grade level. By collaborating, these teams, representing multiple schools, ensure a cohesive and coordinated approach to teaching. They leverage their collective expertise across schools to identify effective strategies and interventions.
This collaborative effort not only standardizes instructional quality across schools but also fosters an environment of continuous improvement and innovation across the district or across districts if schools are partnering outside district boundaries. By consistently engaging with the four critical questions of a PLC (DuFour et al., 2024), these teams can adapt to changing educational demands, ensuring all students benefit from the best practices and resources available:
1. What is it we want our students to know and be able to do?
2. How will we know if each student has learned it?
3. How will we respond when some students do not learn it?
4. How will we extend the learning for students who have demonstrated proficiency? (p. 67)
Additionally, this shared responsibility strengthens the professional bonds between educators, creating a supportive network that promotes both personal and professional growth. By addressing the unique challenges singletons face, schools and districts can ensure these educators remain
engaged in meaningful collaboration and professional learning despite their unique positions inside schools.
Through MSCT structures, teachers become part of a team of educators with a common purpose and goals. Kenneth W. Eastwood and Karen Seashore Louis (1992) write, “The single most important factor for successful school restructuring and the first order of business for those interested in increasing the capacity of their schools is building a collaborative internal environment” (p. 215). This environment is best established when teachers across schools have time and space to collaborate. According to Fred M. Newmann and Gary G. Wehlage (1995), “When groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate development of shared purpose for student learning and collective responsibility to achieve it” (p. 45).
Susanne Owen (2016) finds that with mutual support comes action. She discusses the importance of fostering student learning improvements through collaborative processes like co-planning, co-teaching, co-assessing, and reflective dialogue. These actions can include connections between teachers that offer check-ins and exchange of self-care strategies and, through shared influence, a greater sense of autonomy that results in less stress (Smith & Lawrence, 2019). Educators also benefit from increased opportunities to learn important attributes from their peers, including curiosity, self-control, gratitude, social intelligence, and optimism.
Just as school leaders ensure time for team collaboration within schools, leaders at both the district and school level must prioritize building in purposeful time for educators who are collaborating across the system so they can stay connected to their content-like peers. Equally important, leaders must protect this time from other initiatives. As educators engage with peers on an ongoing basis, they not only enhance their own professional growth but also contribute to a more positive and resilient learning environment. When this is done, a sense of hope and purpose begin to surface, and the culture of the organization begins to transform into one that is deeply supportive and collaborative.
Thoughts From Educators Working in MSCTs
Before joining the MSCT, I often questioned whether I was cut out for this. I was the only eighth-grade teacher at my school, and the isolation made everything feel heavier—every lesson plan, every assessment decision, every struggling student. I felt like I was carrying the weight alone. But meeting with teachers from other schools who were teaching the exact same content changed everything.
For the first time, I had people to brainstorm with, to problem-solve with, and to celebrate the small wins with. Suddenly, I wasn’t alone. I was part of a team that believed in every student and believed in each other. Now, I don’t leave meetings overwhelmed. I leave energized. I know I’m growing, and I know I’m giving my students more than I ever could on my own. MSCTs didn’t just make me a better teacher; they reminded me why I became one in the first place.
—Eighth-grade science teacher
Intentional focus on fostering connections among educators helps cultivate a culture where shared values and collective efforts drive continuous improvement and student success. Ultimately, the organization becomes more cohesive, motivated, and aligned in its mission to provide the best possible education for all students.
Essential Components of a Multi-School Collaborative Team
Establishing commitment and clarity among team members after forming teams is critical for the sustained success of MSCT efforts. For establishing commitments, it is essential to form an administrative cohort made up of principals and assistant principals from the schools participating in cross-school or cross-district collaboration through MSCTs. The administrative cohort plays a vital role in establishing and sustaining MSCTs by uniting school leaders from across multiple campuses or districts. While a school guiding coalition supports collaboration within a single site, the administrative cohort provides a cross-site leadership structure that promotes alignment, shared problem solving, and collective responsibility for student learning. This networked leadership approach strengthens teacher collaboration, deepens connections among administrators across schools, and ensures coherence in both instructional and leadership practices systemwide. We explore the critical role and responsibilities of the administrative cohort in more depth in chapter 6.
As administrators prepare for the important work of the MSCTs they lead, they must begin by helping members build a shared understanding of three essential components that provide the focus for these teams. These three components serve as the foundation for successful collaboration across schools, as shown in figure 1.1. This figure shows a visual guide to these foundational elements, helping administrators and team members focus their efforts, establish collective commitments, and drive continuous improvement within the MSCT framework through defining the what, the why, and the process (how).
1.1: Three essential components of an MSCT—The
FIGURE
The What : A Shared Understanding of the MSCT Process
MSCT members must clearly understand what an MSCT is and the role they play in strengthening their team. The work of an MSCT cannot be accomplished by one educator alone; it depends on the collective support of educators across multiple schools that form the team. This is why MSCTs are intentionally designed for isolated educators, often referred to as singletons. This structure not only supports these educators but also tackles broader instructional challenges faced by schools and districts.
MSCTs provide critical support for singleton teachers, but their value extends even further. They are especially important for schools with new teachers who may lack deep familiarity with standards or content, as well as for educators whose student data remains stagnant despite intervention efforts. By connecting educators across schools or districts, MSCTs offer access to experienced colleagues who can share effective strategies, provide targeted guidance, and build collective expertise, ultimately strengthening instruction and improving student outcomes.
Without a strong MSCT structure, new educators, many of whom have not been adequately prepared, are left to navigate complex instructional expectations on their own or with limited support from colleagues using the same standards and curriculum. The urgency to establish and sustain effective MSCTs lies in the reality that teachers across schools deserve access to high-quality mentorship and meaningful professional connection. Intentional collaboration is no longer optional; instead, it is necessary for accelerating learning and reducing professional disconnect.
Within MSCTs, collaboration is a systemic process in which teacher teams work together interdependently to analyze and impact professional practice to improve both individual and collective results (DuFour et al., 2024). Each member within an MSCT contributes to the larger PLC, which includes all teachers from the participating schools.
The PLC provides the foundation for collaborative learning and shared instructional practices. MSCTs build on this by connecting teams across schools—within or across districts—to strengthen teaching and learning. While each team operates independently, they are united by a shared mission to improve student outcomes through ongoing collaboration and professional growth. By bringing together educators, administrators, and support staff, MSCTs foster alignment, build leadership capacity, and promote innovation across campuses. This collective effort leads to stronger instructional practices, greater consistency in standards, and sustained systemwide improvement. When educators work together in MSCTs to focus on essential standards and content, they can achieve goal alignment and ensure a cohesive approach to instruction and student learning. This alignment is crucial for developing a guaranteed and viable curriculum that benefits the students of all MSCT members, meaning all students have access to the same essential content and opportunities for learning, regardless of the teacher or classroom. By working collaboratively in MSCTs, educators can calibrate their curriculum to ensure it is not only comprehensive and rigorous but also realistic in terms of what can be effectively taught with the available time.
The Why : A Shared Understanding of Why MSCTs Are Needed
In a typical schoolwide PLC, challenges emerge when a teacher lacks a counterpart to collaborate with, someone who teaches the same essential standards and shares common assessments. Teachers facing this kind of isolation cannot fully maximize their practice through cycles of continuous improvement, which impacts learning and ultimately hinders the progress of school improvement. The role of an MSCT spanning multiple schools becomes critical in situations like these because within MSCTs, isolation within the PLC is obsolete. Constructive problem solving and collective inquiry become the driving forces for achieving shared goals and enhancing both district and school improvement. Educators participating in MSCTs enhance their practice significantly in three key areas.
1. They deepen their content knowledge by unwrapping the essential standards that students must master with other educators who teach the same standards.
2. They sharpen their pedagogy by sharing specific instructional strategies for teaching more effectively with other educators who teach the same standards.
3. They learn to align and embed the curriculum in the learning cycle based on the progression of standards in the grade or content they are responsible for teaching.
Another problem with teacher isolation is how easy it is for an educator to lose their sense of purpose, often resulting in burnout and increased staff turnover across the organization. High levels of staff turnover and burnout then erode institutional knowledge and weaken the sense of community within schools, making it difficult to maintain a consistent and compelling educational mission and purpose. Tim Walker (2022) states, “According to the U.S. Bureau of Labor Statistics (BLS), there were approximately 10.6 million educators working in public education in January 2020; [in February 2022] there [were] just 10.0 million, a net loss of around 600,000.” Moreover, in an article for Education Week, Madeline Will (2022) writes that when teachers are stressed, the quality of their instruction, classroom management, and relationships with students all suffer.
Schools are fueled by the emotions teachers bring to their classroom every day. Since the onset of the COVID-19 pandemic, teacher pressures and responsibilities have elevated to a whole new level. The reality for educators is that they are commonly functioning in survival mode. Daily absences, mental health concerns, gaps in student learning, and the overall pressure to complete the multitude of responsibilities that teachers are now in charge of has challenged teachers to think twice about continuing in their career path. Teachers often ask themselves, “How will I survive another day?” Andrew Camp, Gema Zamarro, and Josh McGee (2023) found that in March 2021, 41 percent of teachers declared they have considered leaving or retiring from their current position during the last year. Of these, slightly more than half said it was because of COVID-19.
The challenges, of course, continue from here. For many teachers, it is a common reality for them to cover for a teacher down the hall due to staff shortages. This results in the loss of a daily or even a weekly preparation period, which means limited or no time to plan, call parents, or talk to the
teacher next door, which ultimately leads to teacher isolation, exhaustion, and burnout. According to educational journalist and author Anya Kamenetz (2022):
Among the NEA poll’s other findings:
• 90% of its members say that feeling burned out is a serious problem.
• 86% say they have seen more educators leaving the profession or retiring early since the start of the pandemic.
• 80% report that unfilled job openings have led to more work obligations for those left.
In situations where schools experience declining enrollment, adopt departmentalized classroom structures, or operate in rural areas, a shortage of personnel can become a significant challenge. In such scenarios, the ability of school teams to pair two or more teachers for discussions on essential standards may be constrained or rendered impractical. This limitation is particularly evident in smaller schools or those with departmentalized structures where only one teacher per grade level or content area is available.
In addition, schools are hiring teachers without traditional certifications or new teachers who have limited knowledge and experience in the classroom. Despite providing ample time for collaboration, a lack of knowledge and experience can hinder collective problem solving, which affects teacher motivation, commitment, and confidence and ultimately impacts student learning. MSCTs are the answer for these types of schools because they provide job-embedded professional development, which refers to teacher learning grounded in day-to-day classroom instruction and is designed to enhance teachers’ content-specific instructional practices that improve student learning (Darling-Hammond & McLaughlin, 1995; Hirsh, 2009).
All teachers deserve a lifeline, and this is especially true for those facing isolation even within their school’s traditional PLC process. MSCTs offer that lifeline in the form of planned outreach and intentional collaboration with other grade- and course-alike educators. And isn’t that what most teachers want—a feeling of mutual respect, support, appreciation, and encouragement on a regular basis?
Joellen Killion (2000), expert on professional development for educators, finds that people’s abilities and creativity are amplified when working in emotionally supportive learning environments. She writes that high-achieving schools “build a highly collaborative school environment where working together to solve problems and to learn from each other become cultural norms” (Killion, 2000, p. 12).
As change and reform continue to take shape in education, administrators must start to think differently about teacher professional learning and mentorship. Data from The MetLife Survey of the American Teacher: Collaborating for Student Success by project directors Dana Markow, Andrea Pieters, and the Harris Initiative (2010) show that more than 90 percent of American teachers report that their colleagues contribute to their teaching effectiveness. New teachers in particular were more likely to agree that their success in the classroom depended on the effectiveness of others, and more experienced colleagues helped them get better at teaching and want to remain in
the profession (Markow & Pieters, 2010). Collaboration with peers matters a great deal for teacher effectiveness and retention.
As part of the Center for Teaching Quality’s investigations into working conditions, teacher retention, and student achievement, one science teacher with ten years of experience shared the following:
I remember those early stages of feeling so overwhelmed as a novice teacher. I was trying to prepare everything one day ahead of where the kids were. And then I went through a stage where I was a little bit more comfortable. I had plenty of content knowledge. That has never been a problem. The problem has been how to teach it. If it was not for the mentor who helped me, and now my professional learning community, I would not be as effective as I am. I would have to honestly say that it’s just in the last couple of years that I really feel good about my teaching and the results I am getting. I think that it really takes five years, with support, to become an effective teacher. (Berry, 2010, pp. 17–18)
Multi-school collaboration allows teachers who might otherwise fall through the cracks or be overlooked in the traditional PLC structure gain meaningful insights from peers teaching similar content and standards. This comprehensive approach of implementing MSCTs aims to enhance the relevance of PLCs for teachers, increase practical application of learning, and amplify collaboration and the sharing of ideas among educators. When this happens, students are the beneficiaries.
The Process : A Shared Understanding of How MSCTs Function and Thrive
Like all collaborative teams in a PLC, MSCTs thrive on a structured and systematic process that fosters collaboration among all, builds in job-embedded professional growth, and guarantees measurable outcomes. An MSCT’s success hinges on operational efficiency and clear communication, which includes the following steps.
1. Determine an MSCT calendar: Effective MSCTs rely on intentional cross-school scheduling. A clearly established calendar with regular meetings and consistent attendance ensures sustained momentum, shared accountability, and active participation from all members.
2. Establish SMART goals: Central to the process of MSCTs being outcome driven is establishing SMART (specific, measurable, achievable, results oriented, time bound; Conzemius & O’Neill, 2014) goals, which provide clear direction and ensure all efforts align with the team’s overarching objectives.
3. Identify norms and collective commitments: Clear norms and collective commitments establish expectations for behavior and collaboration.
4. Create agenda and team roles: A clear agenda provides structure to each meeting, guides discussions, and keeps the team focused on learning. Team roles help ensure
that responsibilities are distributed and tasks are completed with timeliness to foster a cohesive, professional, and productive team environment.
5. Determine tight and loose expectations: A balance of tight and loose expectations allows teams to establish consistency, promote accountability, and create a shared vision to coordinate their efforts across schools.
6. Create an archive system: An archive system plays a critical role in maintaining records of agendas, meeting minutes, resources, and progress data to maintain transparency, guide the way for others, and enable future reference.
7. Monitor outcomes: The MSCT evaluates the impact of their initiatives, celebrates successes, and makes data-informed adjustments. The administrative cohort plays an active role in monitoring the SMART goals the MSCT has established.
8. Embed professional learning: MSCTs thrive when supported by professional learning that is job-embedded in their daily work.
This comprehensive approach empowers the MSCT to function effectively, fostering a culture of shared responsibility and continuous improvement. We explore these processes in more detail in chapters 2 through 5.
Development of High-Performing District and School Cultures
MSCTs play a transformative role in not only building but also, more importantly, sustaining high-performing district and school cultures. By bridging gaps across schools, uniting educators from diverse demographics, and tackling complex challenges, MSCTs inspire innovative solutions and drive impactful, lasting improvements. To produce high-performing school cultures, MSCTs actively work to do the following.
1. Raise the quality and reduce the variance among classrooms within the school: High-performing school systems are intentional about developing and maintaining a culture of high expectations for academic performance and behavior, and they maintain consistent messaging from leadership that academic success is a priority (Marzano, 2000). They also provide a nonnegotiable approach to improving instructional quality (Dean, Hubbell, Pitler, & Stone, 2012; Waters & Marzano, 2006).
2. Create a culture of high expectations for academics and behavior: Researchers have observed significant variance in the quality of instruction provided to students within the same school, and leadership behaviors that focus on developing teachers are more powerful than those that focus on developing the organization. Therefore, leaders would do well to focus attention and efforts on improving classroom instruction (Sebastian & Allensworth, 2012).
3. Use data (in the context of mission, vision, and values) to support decision making and monitor implementation and effectiveness: Active participation, shared input, and collaborative decision making within each MSCT contribute to developing a unified mission, vision, and set of values. This collective clarity strengthens school and district culture, directly influencing both the implementation and overall effectiveness of the MSCT.
4. Cultivate a community of professionalism: Establishing clear values and expectations is a key step in building professionalism and mutual respect within a school community. Promoting a balance of accountability and support is also critical. When leaders model professional behavior, they set the tone for professionalism. Creating collaborative structures like MSCTs that encourage teachers to work together outside their individual schools, share best practices, and support one another’s professional growth through continuous learning and ongoing professional development builds a community of professionalism that reaches beyond the classroom and school.
At their core, MSCTs prioritize people and the relationships between them, fostering trust, collaboration, and shared accountability. This foundation empowers educators to work together, addressing challenges while strengthening their own practices. The impact is profound, both for the individual teachers who grow through collaboration and for the broader organization, because schools and districts become more cohesive and resilient together.
When educators commit to one another, offer mutual support, and cultivate a professional community grounded in respect, shared goals, and accountability, they create a thriving, resilient environment. This shared purpose drives continuous growth, improves student outcomes, and lays a strong foundation for high-performing school and district cultures.
As MSCTs strengthen professional relationships and build a culture of collective responsibility, their influence naturally extends into instructional practice and student outcomes. When educators prioritize trust and collaboration, they are more equipped to align their efforts, examine data collectively, and make informed decisions that elevate teaching and learning. This raises some key questions.
• What does raising the quality of teaching and reducing the variance among classrooms within the school and across the district look like?
• What impact does the work of MSCTs have on implementing a guaranteed and viable curriculum?
• How do MSCTs impact student achievement?
What Does Raising the Quality of Teaching and Reducing the Variance Among Classrooms Within the School and Across the District Look Like?
Schools or districts that become the best at reducing the variance of teacher effectiveness among classrooms within the school and across the district have identified clear expectations for instruction. These expectations are clearly and consistently articulated across the school and district. Stakeholders, including administrators and teachers, must be included as valued members of the process. The input from these stakeholder groups creates a strong vision for where the school or district strives to be.
As detailed in Learning by Doing (DuFour et al., 2024), PLCs have a simultaneously tight and loose culture, meaning there are expectations every educator is expected to meet and adhere to (tight) combined with the flexibility necessary for each educator to personalize and maximize their effectiveness (loose).
Establishing tight PLC expectations, including clear outcome goals, ensures all stakeholders across the district have a shared understanding and clear vision of success for those working in MSCTs. As an example, figure 1.2 outlines a three-year district plan along with shared expectations for how educators will support one another in achieving those goals. Through clearly expressed tight expectations like these, teams play a crucial role in reducing classroom variance and promoting coherence across schools.
MSCT Tight Expectations
Outcome Goals
• By May 2025, the district guiding coalition, in collaboration with principal leaders, will provide clear parameters, priorities, and support to ensure effective implementation of the PLC process across all participating MSCT schools, as measured by observable evidence of alignment, collaboration, and progress toward shared goals.
• By May 2025, there will be a 10 percent increase in proficiency results, as demonstrated by state testing outcomes (10 percent increase each year).
Getting Started and Building Momentum
The district will:
• Designate PLC release time to be used for MSCT meetings.
• Work with school leaders to identify schools who will join together to form MSCTs across the district.
• Protect release time twice per month to be used strictly for MSCT meetings. All schools will:
• Protect release time to be used strictly for MSCT meetings.
• Identify cross-school MSCT tight expectations.
MSCTs will:
• Use the collaborative team cycle to improve teaching and learning. This cycle ensures collaboration is purposeful, data informed, and focused on results.
• Focus MSCT work around the four critical questions of a PLC (DuFour et al., 2024).
Question 1: What is it we want our students to know and be able to do?
• With the guidance of the state standards, blueprints, district curriculum documents, scope and sequence, and pacing guide, MSCTs will identify one to two essential standards per unit.
• Within the district-established quarterly or semester-long pacing guides, MSCTs will agree on common pacing for teaching identified essential standards. Schools participating in MSCTs across districts will agree on a pacing guide that supports quarterly or semester-long planning for each participating school.
Question 2: How will we know if each student has learned it?
• MSCTs will develop common formative assessments (CFAs) to frequently gather evidence of student learning.
• MSCTs will analyze two CFAs each quarter, focusing on specific skills within the essential standards. MSCTs will analyze common assessment data using a data protocol.
• MSCTs will analyze one common summative assessment (CSA) each quarter.
Question 3: How will we respond when some students do not learn it?
• MSCTs will show evidence of systems that support supplemental and intensive interventions in both academics and behavior.
Question 4: How will we extend the learning for students who have demonstrated proficiency?
• MSCTs will show evidence of differentiated support for student learning within lesson structure to ensure an appropriate level of rigor.
• MSCTs will show evidence of extensions based on student needs.
Source for four critical questions: DuFour et al., 2024, p. 67.
FIGURE 1.2: Example three-year district plan.
In addition to clearly identifying the expectations and goals for MSCTs, administrators and instructional leaders must commit to collaborating with the administrators and instructional leaders from the other schools, overseeing teachers and working together to conduct regular classroom observations with follow-up coaching visits and conversations. These coaching conversations with MSCTs help identify a culture of high expectations for academic performance and a nonnegotiable approach to improving instructional quality across schools.
Because MSCTs are made up of educators from different school sites, intentional coordination is necessary to support activities like coaching visits. These visits may be conducted by site administrators or designated MSCT facilitators who have been trained to support cross-school improvement. Despite geographic distance, these coaching visits should be scheduled strategically to ensure all members receive meaningful support.
Coaching visits provide feedback given either immediately or very shortly after the coaching visit, which is used to adjust teaching practices and help teachers become clearer in their understanding of quality instruction. High expectations for learning and behavior are clearly articulated and enforced through consistent classroom visits. The feedback from coaching visits helps teachers across schools begin to connect their work to student success and to the combined efforts of the educators who work together in the MSCT. Through the MSCT process, these new realizations are shared among teams and across the system, fostering alignment among teachers across schools and building a strong, systematic process for lasting change.
Most important to the MSCT process is when teachers consistently engage in professional conversations that focus on improving instructional practice. When teachers come together to collaborate, study, reflect on, and refine their teaching practices, even when such collaboration occurs remotely, the instructional quality increases, and a reduction in the variance among classrooms across the system becomes evident. Yvonne L. Goddard, Roger D. Goddard, and Megan Tschannen-Moran (2007) find a significant direct positive effect on student achievement, while Rafael Lara-Alecio and colleagues (2012) find that students whose teachers participate in
collaborative activities, such as sharing instructional strategies, scored higher in science and reading achievement than students whose teachers did not attend such professional development activities.
To see an example of how collaboration results in increased student learning, figures 1.3 and 1.4 illustrate the data of a grade 8 pre-algebra MSCT comprised of five mathematics teachers across five schools within a district. Figure 1.3 displays the results of interim assessments from five different eighth-grade mathematics teachers participating in an MSCT. Administered and analyzed in February 2020, the mathematics achievement data reveals wide variation in student proficiency levels across the five classrooms.
School Pass Versus Free or Reduced-Price Meals
Grade 8 Pre-Algebra: Semester 1 Interim Assessment (School Year 2019–2020)
Average Passing
for
Figure 1.4 displays interim assessment results from five eighth-grade Pre-Algebra teachers participating in an MSCT. Administered and analyzed in January 2022—twenty-three months after the initial assessment—the data shows a reduction in the variance of percent passing, indicating greater consistency in student performance across classrooms in the same district.
FIGURE 1.3: February 2020 mathematics interim assessment data
grade 8 pre-algebra MSCT across five schools.
Average Passing
School Pass Versus Free or Reduced-Price Meals
Grade 8 Pre-Algebra: Semester 1 Interim Assessment (School Year 2021–2022)
Average Rate of Free or Reduced-Price Meals
FIGURE 1.4: January 2022 (23 months later) mathematics interim assessment data for grade 8 pre-algebra MSCT across five schools.
Note there is a significant increase in student achievement over twenty-two months of collaboration. The percentage passing on an interim benchmark assessment was collected from the MSCT first in February 2020 (see figure 1.3) and then twenty-three months later in January 2022 (see figure 1.4). Four out of five teachers in the MSCT experienced gains in student achievement, and the variance in percent passing rates decreased significantly. This reduction in variability reflects greater instructional alignment and coherence across the five campuses within the same district, demonstrating the powerful systemwide impact of sustained collaboration through MSCTs.
• In February 2020, achievement on the district interim was as follows: school A (24 percent), school B (28 percent), school C (58 percent), school D (44 percent), and school E (41 percent).
• In January 2022, achievement on the district interim was as follows: school A (46 percent), school B (47 percent), school C (52 percent), school D (50 percent), school E (45 percent).
When educators work together as an MSCT, they build coherence across campuses by engaging in shared conversations around the same essential standards, identifying high-impact instructional
strategies, and discussing common approaches to interventions and extensions. This collaboration allows teachers to align their practices, share what works, and collectively raise the quality of instruction for all students. As a result, instructional variability across classrooms and schools is reduced, ensuring every student—regardless of school site—has access to rigorous, effective, and equitable learning experiences.
What Impact Does the Work of MSCTs Have on Implementing a Guaranteed and Viable Curriculum?
The impact of developing and consistently utilizing MSCTs continues to show large dividends in advancing instructional alignment, improving student outcomes, and supporting the development of a guaranteed and viable curriculum. In 2003, Robert J. Marzano used the words “guaranteed and viable curriculum” in his book What Works in Schools: Translating Research Into Practice, and he continues to place emphasis on this concept in his resources as a requirement for school improvement (Marzano & Hardy, 2023). When addressing standards, it is through MSCTs that teachers without grade- or course-alike peers within the building get on the same page, which is necessary to create a high-performance school and district culture where learning is at the forefront.
This educational framework ensures all students have equitable access to essential content and learning opportunities, regardless of their school or teacher. The guaranteed aspect means every student will be taught the critical curriculum content necessary for their grade level or course. The viable component means the curriculum is realistic and manageable within the time available, allowing for in-depth learning of the most important concepts. This approach promotes consistency and equity in high-quality education (Marzano & Hardy, 2023).
Richard DuFour and Robert J. Marzano (2011) also highlight that a guaranteed and viable curriculum is the variable most strongly related to student achievement at the school level. When teachers from the same grade level or content area across a district come together to create an MSCT, important work—for example, identifying essential standards, learning progressions, course overviews that describe each course, and pacing guides that carefully plan out the content taught throughout the school year—can be decided through a collaborative effort with integrity. This alignment promotes instructional equity across the district and fosters a shared commitment among teachers as they work together to uphold fidelity to the standards and curriculum and support every student’s success.
Thoughts From Educators Working in MSCTs
Everybody in my MSCT has commented that we feel we have more confidence in what we are teaching through our time and experience together.
—Eighth-grade science teacher
Improved alignment of standards, curriculum, and resources at the district level occurs when teachers across schools have time to discuss PLC critical question 1: “What should our students
know and be able to do?” (DuFour et al., 2024, p. 67). MSCTs work collaboratively to share essential student learning outcomes and ensure their students master critical standards and reach high levels of learning.
Whereas vertically oriented teams in a PLC (those that span grade or course levels) will succeed at aligning curricula across those levels, MSCTs made up of teachers in horizontal teams or content-based teams across the district help establish and communicate what the guaranteed curriculum should be like within the grade or course level so all team members can identify appropriate instructional resources. These resources are necessary to provide a rich and differentiated learning experience for all schools at each location across the district. In this way, MSCTs use the PLC process to clarify the focus on learning, collaboration, and results to drive successful outcomes. (Structures for MSCTs are discussed in more detail in chapters 2–6.)
According to DuFour and Marzano (2011), a guaranteed and viable curriculum only happens when teachers, who are called on to deliver the curriculum, work collaboratively to accomplish the following:
1. Study the intended curriculum and agree on priorities within the curriculum.
2. Clarify how the curriculum translates into specific student knowledge and skills.
3. Establish pacing guidelines for delivering the curriculum.
4. Commit to one another that they will actually teach the curriculum. (p. 91)
MSCTs focus on important, enduring understandings that provide the foundation and background for academic success across the organization, not simply in one school. It is through this purposeful, organized, and intentional structure that school administrators can support teachers in delivering the intended curriculum and provide consistency from classroom to classroom across the district. According to Ronald Gallimore and colleagues (2009), “To be successful, teams need to set and share goals to work on that are immediately applicable to their classrooms, without which they drift toward superficial discussions and truncated efforts” (p. 540).
When teachers from different schools collaborate with intentional dialogue and clear goals, they achieve powerful results. This purposeful conversation between teachers across a district strengthens the curriculum taught, which improves the accuracy of the progression of standards and the curriculum they use to teach these standards. Providing scheduled time to look at learning goals that precede and follow the grade level or course assignment creates clarity for everyone on the team and a consistent approach across schools throughout the district. This scheduled collaboration between teachers of like content across schools has many benefits, including enhancing school and district leadership capacity and improving teacher retention. Ultimately, this helps cultivate a high-performance district culture where educators feel supported and valued.
To ensure a guaranteed and viable curriculum, MSCTs should do the following.
1. Establish clear learning expectations: Just like PLCs are characterized by an academic focus with a set of practices that bring clarity, coherence, and precision
to every teacher’s classroom, MSCTs work collaboratively to provide a rigorous curriculum that includes clear learning expectations for each grade or course. Moreover, each learning expectation should offer tangible examples of student proficiency (Saphier, 2008).
2. Use input surveys and other data collection tools (such as continuums, rubrics, surveys, Likert scales, open-ended questions, and so on) to support decision making and monitor implementation and effectiveness of curriculum, teaching practices, and interventions: The results of a study conducted by Matthew Ronfeldt, Susanna Owens Farmer, Kiel McQueen, and Jason A. Grissom (2015) in 336 Miami-Dade County public schools indicate strong correlational and possibly causal effects “of collaboration on teachers’ and schools’ effectiveness at improving student achievement” (p. 508). They argue that an increase in the quality of collaboration can lead to school improvement and showed that student achievement is higher in schools with strong collaborative environments. Ronfeldt and colleagues’ (2015) findings show that teachers and students benefit from collaboration in the areas of instructional strategies and curriculum, instructional approaches to groups or individuals, and approaches to assessment.
3. Use common assessments and determine levels of proficiency across the district: Ongoing common assessments generate more data for teachers to analyze and use to make important decisions about their practices. When teachers from the same grade level or content area across schools come together to create learning progressions, course overviews that describe each course, and pacing guides that carefully plan out the content taught over the course of the school year, they can make decisions with integrity through a collaborative effort. This collaborative work paves the way for the creation of high-reliability districts and schools.
How Do MSCTs Impact Student Achievement?
To significantly boost student achievement, schools must embrace a culture of collective responsibility where every educator is committed to the success of every student. In the context of a PLC, collective responsibility is the shared accountability and commitment of a group to achieve common goals, where all members work collaboratively and take ownership of both successes and challenges. It fosters a culture of mutual support, shared purpose, and joint action to ensure the best outcomes for the group or organization.
Effective MSCTs require a strong culture of collective responsibility to be present in all involved schools because they harness the existing human and social capital within and across schools, bringing together educators to share best practices, align instructional strategies, and support one another in addressing challenges. By fostering collaboration and professional growth, MSCTs not only enhance individual teacher effectiveness but also create a unified, systemwide approach for improving student outcomes. This collaborative effort ensures school communities maximize the
expertise and resources at their disposal, ultimately leading to a more cohesive and impactful educational experience for all students.
Stéphan Vincent-Lancrin, Joaquín Urgel, Soumyajit Kar, and Gwénaël Jacotin (2019), as part of the OECD project Measuring Innovation in Education, identify teacher collaboration (measured in forms of peer observation and discussion with peers) as a factor that fosters improving student scores on assessments. Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner (2017) take a similar stance, as they find that student achievement can be positively influenced when “effective collaborative structures for teachers to problem-solve and learn together are utilized” (p. 10).
In a study using eleven years of matched teacher-and-student achievement data, researchers isolated and quantified the added value generated by such collective expertise. The researchers found that peer learning among small groups of teachers was the most powerful predictor of improved student achievement over time (Jackson & Bruegmann, 2009). In reporting on this groundbreaking research, Debra Viadero (2009) concludes, “Teachers raise their games when the quality of their colleagues improves.” Viadero emphasizes that when educators work alongside colleagues who demonstrate strong teaching skills, knowledge of content, and instructional strategies, they are inspired and supported to enhance their own practice.
Teacher Engagement and Efficacy in Multi-School Collaborative Teams
Leadership is about building capacity by developing each educator serving as a member of the MSCT and throughout the school. It’s also about guiding, supporting, and empowering MSCT members to work together to help students reach high levels of learning. Schools thrive when teacher engagement is prioritized through collaborative cultures, strong leadership, and meaningful professional development.
Through the MSCT model, school and district leaders can cultivate the type of professional environment that reduces isolation, strengthens collective ownership, and fosters sustainable growth for both teachers and students.
Teacher Engagement
A thriving school culture relies on educators positively relating to one another and a healthy work environment. When mutual respect and collaboration are prioritized, the entire school and district community benefits. The way teachers feel about their workplace matters. When they feel supported, respected, and connected to others, they’re more likely to stay engaged and committed. District and school leaders must ask themselves this essential question: “How important is it to put teacher engagement at the top of the priority list?”
Hanover Research (2018) states:
A collaborative, professional culture that promotes mutual respect among all stakeholders should permeate the working school environment. Professional cultures aid educators in committing to their growth and development, while a focus on collaboration promotes shared ideas and information, leading to a stronger in-school community of more effective and engaged teachers.
A six-state survey of National Board Certified Teachers further finds that factors such as strong principal leadership and a collegial staff with a shared teaching philosophy are more powerful determinants than salary in recruiting and retaining accomplished teachers for high-need schools (Humphrey, Koppich, & Hough, 2005; Koppich, Humphrey, & Hough, 2007). Research from Tray Geiger and Margarita Pivovarova (2018) also shows that training, professional development, and instructional support have the biggest impact on teacher job satisfaction. Job satisfaction ultimately leads to higher teacher engagement.
This research speaks loudly to schools that have underperforming students and teachers who struggle to meet their diverse needs. It highlights the importance of adopting collaborative practices and support systems that can elevate teaching effectiveness and student outcomes. For schools with underperforming students, this research underscores the need for targeted interventions, professional development, and a collective approach to problem solving.
By fostering a culture of collaboration and shared responsibility through the development of MSCTs, schools can empower all teachers to overcome challenges, improve their instructional practices, and ultimately help all students achieve their full potential across the system. Creating opportunities for teachers to collaborate through MSCTs across schools inside the district or across districts fosters positive relationships and strengthens teacher engagement. The expanded professional network MSCTs naturally provide cultivate teacher motivation and a shared sense of purpose.
Leaders must take a step back and think about teachers’ work engagement. How do we address raising student engagement if our teachers themselves are not engaged in the work it takes to increase achievement? Teachers’ work engagement affects their own professional development (Lyons, 2006) and influences students’ physical and mental growth, as well as academic performance (Ruzek, 2012). Continuous school improvement depends on teachers’ engagement in work and their willingness to achieve school goals (Somech & Ron, 2007). Generally, a high degree of work engagement results in increased commitment, involvement, and productivity (Timms & Brough, 2013). Through MSCTs, work begins to feel like less of a burden for teachers. Each team member from different schools brings unique knowledge and experience to the group, enhancing the team’s problem-solving capabilities and boosting engagement and a sense of accomplishment.
Teacher Efficacy
Since the COVID-19 pandemic, educators face a wider range of student needs than ever before. The pandemic’s long-term impact goes beyond academics. According to Emma Dorn, Bryan Hancock, Jimmy Sarakatsannis, and Ellen Viruleg (2021), teachers are concerned about their students’ academic performance, school attendance, and mental health.
Fortunately, school and district leaders can do a great deal to address the range of needs students now present. Where singleton teachers might struggle to fully support student needs, the development of successful MSCTs builds collective teacher efficacy and resilience. John Hattie (2023) refers to collective teacher efficacy as “a group’s shared belief in the conjoint capabilities to organize and execute the courses of action required to produce given levels of attainment” as the new number one influence related to student achievement. Wayne K. Hoy, Page A. Smith, and Scott R. Sweetland (2002) write:
The strength of collective teacher efficacy helps the positive effects of individual teacher efficacy and vice versa. A stronger collective teacher efficacy seems to encourage individual teachers to make a more effective use of the skills they already have. (p. 82)
According to Albert Bandura (1997), successful teams “have a strong sense of efficacy and resilience,” and “the growth of self-efficacy and resilience has been noted as interacting at the individual level. A high level of self-efficacy is important for teacher resilience, and self-efficacy can be enhanced as teachers encounter and overcome challenges” (pp. 112–113). Additionally, Rebecca Lazarides and Lisa Marie Warner (2020) write:
Teachers with high levels of self-efficacy are more open to new teaching methods, set themselves more challenging goals, exhibit a greater level of planning and organization, direct their efforts at solving problems, seek assistance, and adjust their teaching strategies when faced with difficulties. (p. 2)
Collective self-efficacy refers to a team’s shared belief in its ability to work together effectively to achieve specific goals. In school settings, this belief influences how teacher teams approach planning and problem solving in collaborative environments. The strength of this shared belief plays a vital role in a team’s ability to address challenges and improve instructional practices through collaboration (Bandura, 1997; Kunnari, Ilomäki, & Toom, 2018).
MSCT members commonly experience accelerated professional growth as a result of the dynamic feedback exchanged within a broader team. The opportunity to give and receive insights from a diverse group of colleagues deepens learning, sharpens practice, and fuels systemwide continuous improvement. Team members trust that by working together, they will overcome challenges and take advantage of their teammates’ strengths.
Instead of fearing failure, MSCT members persist in finding solutions and are inspired to make changes. Increased collaboration among team members creates heightened team spirit and increases interaction between team members both inside and outside of the school day. It is often the case that teachers experience flexibility and collective responsibility as they partner in MSCTs and remain resilient even when adversity arises. This shared responsibility and trust help lighten the load and encourage teachers to further invest in allocating time for collaboration. This creates a foundation for collective efficacy among teachers across the district.
Conclusion
Establishing MSCTs strengthens the PLC process by enabling educators who teach the same grade level or content area across schools or districts to collaborate meaningfully. These teams foster a shared understanding of standards, instructional strategies, and assessments while also reducing professional isolation—a key contributor to burnout. By engaging in these focused conversations, educators gain clarity, support one another, and build a sense of community and purpose that elevates both their emotional well-being and professional growth.
MSCTs also play a critical role in raising teacher engagement and efficacy. Collaborating with a broader network of educators builds confidence, supports data-driven instructional decisions, and promotes alignment through a guaranteed and viable curriculum. Teachers in MSCTs report stronger self-efficacy and higher job satisfaction, which in turn enhance their abilities to drive student learning at an accelerated rate. This shared ownership of outcomes promotes coherence in instructional quality across schools and districts and ensures all students receive a consistent, high-quality education.
When districts scale and refine MSCT structures across schools, they do more than support individual teachers—they ignite systemwide change. By building connected, collaborative environments, they empower educators to thrive, align practices, and drive meaningful, lasting improvements in student achievement across the entire system.
Reflect and Discuss
As you explore the concept and impact of MSCTs, consider the following questions to deepen your understanding of how these teams address key challenges in education and drive meaningful change across schools and districts.
• What is an MSCT, and how would one impact the challenges of teacher isolation and inconsistent instructional practices across schools?
• How does using MSCTs increase opportunities to build new leaders and reduce the variability of teaching across schools and the district?
• What are the key benefits of MSCTs for educators and students, and how do these teams contribute to educational equity and improved outcomes?
Next Steps
To begin implementing MSCTs in your district, reflect on the following next steps to assess their potential impact, prioritize immediate benefits, and engage stakeholders in understanding the value of this collaborative approach.
1. How would using MSCTs in your district positively impact educators and strengthen the overall learning culture across your organization? As you consider the current
reality of your school or district, which benefits will be most impactful in the immediate future?
» Action step: List two to three specific ways MSCTs could address current challenges in your district. Then, identify one action you or your leadership team could take in the next thirty days to begin implementing or strengthening MSCTs across schools.
2. How will you provide opportunities for intellectual stimulation to share the purpose and benefits of developing MSCTs with administrators and teachers across the district?
» Action step: Brainstorm two specific strategies or activities you could use to engage administrators and teachers in learning about MSCTs (for example, discussion protocols, data walks, case studies, or collaborative planning sessions). Then, outline one concrete step you will take in the next month to begin introducing these ideas to your district or school leadership team.
Multi-School Collaborative TEAMS
The burdens that teachers face, from lacking resources to crushing workloads, often lead to isolation and professional burnout. In Multi-School Collaborative Teams: Building Districtwide Partnerships in a PLC at Work® , Jen Minor and Amy Moore present a powerful team solution for teachers, principals, and other school leaders striving to make an impact. The authors encourage the development of multi-school collaborative teams (MSCTs), which build on existing professional learning communities (PLCs) to create committed networks of educators. With its templates and tools, this valuable resource offers empowering means for teachers and leaders to productively share knowledge and innovatively transform schools and entire communities for the better.
Readers will:
• Create supportive professional networks to pool resources and develop creative solutions
• Encourage leadership development in sharing creative ideas and effective strategies
• Build trust and reliable supports among colleagues facing similar challenges
• Monitor goals and track progress to ensure improvement and productivity
• Sustain a viable, efficient PLC that fosters continuous growth
“The foundational practices and real-world examples in Multi-School Collaborative Teams not only set the stage but are essential for creating systemwide change that supports and empowers new and experienced teachers in a collaborative environment focused on the best academic and behavioral outcomes for students. This book lights the path for districts determined to build enduring, high-impact, collaborative teams that elevate every educator and every student.”
—Michele Gochberg Co-Superintendent, Old Adobe Union School District, Petaluma, California
Visit go.SolutionTree.com/PLCbooks to download the free reproducibles in this book.
“The greatest investment we can make in student learning is empowering teachers to engage in meaningful collaboration. MultiSchool Collaborative Teams provides a foundation of strong structures and systems to make course-alike collaboration a reality for educators, freeing them to engage fully in the PLC process. MSCTs give educators the belonging and purpose they deserve, provide accountability, and support improved and equitable outcomes for all students.”
—Obie
Leff Director/Principal,
Twin Rivers Charter School, Yuba City, California
“Multi-School Collaborative Teams is your go-to guide for building schools and districts where students and educators flourish. Packed with clear, step-by-step ideas and stories from real schools, it shows how to nurture strong leadership, support teachers, and drive student success across schools and districts to ignite lasting change. When we collaborate, we create something far greater than we could ever achieve on our own.”
—Jessica Djabrayan Hannigan Author and Educational Consultant
