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My participants all work at Morrison Elementary in North Philadelphia. Mrs. Braverman is a third grade teacher. She has been teaching for 10 years, but previously worked in human resources for a finance company. Ms. Checcia is a learning support teacher in a self-contained classroom. This is her first year teaching. Ms. Khor has been teaching for 9 years. She is also a third grade teacher.

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Co-teaching was primarily defined as two teachers collaborating, or working together. They are equally respected and have the same level of authority. They are open minded. Some benefits of co-teaching included splitting responsibilities, two adults managing behaviors in class rather than just one, and having different perspectives. All teachers stated that a potential barrier would be discrepancies in responsibilities. Co-teachers would need to be very organized and be able to work with different people. For the conditions necessary for co-teaching, the teachers stated that there needed to be a balance of authority and responsibilities. To better prepare these teachers for co-teaching, they stated they needed to observe a classroom to learn more about it because they have never co-taught. Additionally, their college courses did not really prepare any of them for co-teaching.

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All of the teachers defined collaboration as people "working together" to share ideas and solutions. Collaboration means that people are flexible, willing to work, and are professionals. Some benefits mentioned by my coworkers were that collaboration leads to creative ideas and gaining new resources. Some barriers to collaboration included teachers not getting along with each other, being "rigid", and different educational views. In order for collaboration to occur, teachers need to be skilled in communicating with each other, be open minded, and have people skills. All of the teachers reported they were very prepared and comfortable with collaborating because they do it on a daily basis. They feel that there are teachers in the school that are team players, understanding, and always make the time. In order to better prepare them for collaboration, the teachers reported needing time to converse. In college, all of the teachers were very well prepared to collaborate, especially because they completed group projects.

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Consultation was defined differently for all three teachers. One said it was receiving experienced guidance from a professional, the other said a meeting with someone very knowledgeable to solve a problem, and the last teacher stated it was asking others for help or opinions. Consultation was characterized as having a general understanding of a topic and being respectful and a good listener. Some benefits of consulting included getting different views on a topic and furthering growth. The barriers mentioned were all the same, receiving information that is not helpful and having someone who is not open. The two more experienced teachers said they were "fairly" prepared to do consultations, while the first year teacher said she was not prepared. In order to prepare for consultation, one teacher stated she was not sure what she needed, and the other two stated they needed to observe someone. All three teachers stated they were not likely to engage in consultation in the near future but were willing to if needed. They reported their college courses did not prepare them at all or some what for consultation.