# data[].attributes.body
Teachers are not on the same page for what they want the outcome to be of a meeting time. It leads to frustration.

# data[].attributes.body
Assigning lessons to days. Making sure people on track with scope and sequence.

# data[].attributes.body
Never includes the why. How and when you teach each lesson.

# data[].attributes.body
Lack of alignment in goals and vision between teachers--teachers are not connecting

# data[].attributes.body
Coach(principal) goals conflict with the teachers' goals for the collab time

# data[].attributes.body
Detailed how to teach sections of lessons but not collaborative. Does not encourage conversation.

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When the teacher and the coach do not have the same focus, there is no possible way to affect the why or the how.

# data[].attributes.body
Pacing is a coordinating meeting focusing on how and does not address the why

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Focus on planning out scope and sequence (what lessons on what days)

# data[].attributes.subject
Focus on planning out scope and sequence (what lessons on what days)

# data[].attributes.body
Least effective; not focused on why or how of instruction

# data[].attributes.body
No focus on the how or the why and its the least productive in terms of teacher learning opportunities

# data[].attributes.body
The why and purpose of the lesson is discussed but not taken into consideration when planning the how of lessons that are upcoming.

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Pacing, but also thinking through details of what and how things will happen.

# data[].attributes.body
We often dismiss the why in the lesson and that impacts pacing.

# data[].attributes.body
Focuses on how but not why of instruction; centered around setting a calendar

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Only focuses on the how; does not get to the deeper internalization and understanding of student learning

# data[].attributes.subject
Only focuses on the how; does not get to the deeper internalization and understanding of student learning

# data[].attributes.body
Teams take what they have learned from discussing the why and how of lessons and then apply it into their own instructional strategies for upcoming weeks.

# data[].attributes.headline
content is considered (how) but not the "why"

# data[].attributes.subject
content is considered (how) but not the "why"

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Focuses on how and why, but more on a surface level; does not discuss how to meet instructional goals

# data[].attributes.subject
Focuses on how and why, but more on a surface level; does not discuss how to meet instructional goals

# data[].attributes.body
Focuses on the how, "teachers share glimpses of their practice," but doesn't involve a back and forth discussion between teachers. About 25% of the meeting.

# data[].attributes.body
just advice, not collaborative

# data[].attributes.body
Focuses on the how but not the why and accounts for more than 40 percent of the meetings. It does not discuss topics just sets the calendar.

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rarely involves back and forth discussion among participants limiting "why" discussion

# data[].attributes.subject
rarely involves back and forth discussion among participants limiting "why" discussion

# data[].attributes.body
Purposeful, meaningful

# data[].attributes.body
Focuses on the how and not the why but in contrast to pacing it addresses topics of future instruction.

# data[].attributes.body
Includes how but not why; discusses future instruction as well as pacing

# data[].attributes.body
Gives opportunites to share their best practices but does not include the why.

# data[].attributes.body
Since pacing is already determined, we do not have to spend as much time on pacing.

# data[].attributes.headline
planning goes on without considering determined insights 

# data[].attributes.subject
planning goes on without considering determined insights 

# data[].attributes.body
Teachers will analyze student work, discuss the why behind student responses, but then plan for regular lessons. This is the danger with being bound to a scope and sequence-- there is no place to actively and quickly address what is seen in student work.

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Not linked to future work; reflecting on past learning experiences

# data[].attributes.subject
Not linked to future work; reflecting on past learning experiences

# data[].attributes.body
Discusses how around instruction but not why

# data[].attributes.body
Discusses the how and the why and addresses future work.

# data[].attributes.headline
teachers harvest what they learned from student work interpretation and incorporate it into future planning.

# data[].attributes.subject
teachers harvest what they learned from student work interpretation and incorporate it into future planning.

# data[].attributes.headline
Most effective collaboration; offers greater opportunities for learning because it connects past and future learning

# data[].attributes.subject
Most effective collaboration; offers greater opportunities for learning because it connects past and future learning

# data[].attributes.body
Focuses on the why and not the how. Teachers address the purpose of instructional decisions but do not plan the how of future instruction.

# data[].attributes.body
Considers why but not how

# data[].attributes.body
Considers both the how and the why of instruction

# data[].attributes.body
Is the most impactful catergory of effective teacher collaboration. It focuses on the why and the how.

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There is no focus on either the why and how; teachers tend to have different visions for planning.

# data[].attributes.body
Calendars are discussed without discussing the why (content).

# data[].attributes.headline
Always focuses on the how but not the why and is not addressing student achievement.  

# data[].attributes.subject
Always focuses on the how but not the why and is not addressing student achievement.  

# data[].attributes.body
How the pacing topics of instruction are incorporated during collaborative planning; no why.

# data[].attributes.body
Teachers discuss future activities without discussing the why.

# data[].attributes.body
Focus on the why and purpose by applying the collective interpretation of instructional decisions.

# data[].attributes.headline
Conflicting ideas creates a negative community where little productive work occurs 

# data[].attributes.subject
Conflicting ideas creates a negative community where little productive work occurs 

# data[].attributes.body
The why and how are discussed; teachers continue to teach lessons without linking student prior work experience.