A growing number of educators are focusing their efforts on improving the work environment of teaching. In place of the typical school's norms and practices that isolate teachers from one another, collaborative schools have norms that encourage teachers and principals to cooperate for school improvement. Such schools are characterized by frequent teacher interaction with respect to teaching methods and problems, frequent observation and constructive criticism of teachers, joint planning and preparation, and peer training and support. Principals can promote collaboration by involving faculty members in decisions related to curriculum and instruction, by coordinating teachers' schedules to allow peer observation, and by promoting norms of cooperation through their own example in seeking teachers help with curriculum and scheduling and in observing and evaluating teachers. (TE)