The current model of teaching where one teacher works individually with a group of learners in a classroom in an alternative educational setting promoted unrealistic expectations by assuming individual teachers working alone could meet the needs of all students. To address this problem, I conducted an action research study in which I explored the outcomes of a team-based teaching approach that was implemented to make the dramatic shift away from a traditional, industrial-like, one-teacher, one-classroom model that existed in the school. In the intervention, a teams-based approach was implemented where teachers worked in teams of four to collaborate on professional learning, determine students’ needs, then plan and implement instruction for the same, group of students. A sample of nine educators at Riverview High School completed the Teacher Self-Efficacy Scale (TSES) and the Professional Learning and Teacher Attitude (PLTA) survey to assess self-efficacy for instruction, classroom management, and student engagement, and professional learning and attitudes in a team-based setting. Qualitative data consisted of interview data and data from four focus groups. Findings indicated teachers using the team-based model demonstrated increases in mean scores across the five constructs. Additionally, analysis of the interview and focus group data revealed four themes emerged, including a new school culture, meaningful professional learning, collegiality through collaboration, and increased professional attitudes. The discussion focused on complementarity of the quantitative and qualitative data and how use of the team-based model transformed how education was conceived and delivered at an alternative school for at-risk students. In addition, I described limitations, implications for practice and research, and concluding thoughts.

This qualitative study begins with the supposition that all schools have cultural biases and that even within the same school culture, people see things differently. Internal biases can negatively affect the approach to school improvement. To disrupt these culture bound realities, parent perspectives were sought out to provide an alternate view into Zaharis Elementary School. Two critical assumptions were built into this study. One, that the vast reservoir of cultural knowledge among parents could be tapped, and two, once that cultural knowledge was uncovered, they the schoolpeople (1986) of Zaharis Elementary could do something with it to make a difference in the lives of children. A focus group framework was employed over a series of parent group interviews to explore the following research question: What are the multiple realities expressed by parents and what similarities and differences exist across these realities? Focus group discussions were transcribed, participant responses were coded, and a thorough and comprehensive analysis revealed that the majority of parent perceptions expressed fell within three emergent parent realities that were defined and presented. One, parents perceived that teaching and learning were social processes that support the development of student voice and nurture rich relationships. Two, parents perceived that learning through inquiry elevated class work to purposeful student learning, activates critical thinking, and fosters authentic real-world experience. And the third parent perception was teaching is teamwork and all members of the classroom community were teachers and learners.