[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-590338-en":59,"doc-seo-590338-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80,"preview_page_count":4},590338,1374404730887,"Pentious","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","(No) Common Time - High School Teachers’ Collaboration During a Pandemic and Beyond","Qualitative study follows high school teachers’ collaborative work before, during, and after pandemic-driven remote schooling. Across three school years, interviews with teachers and instructional coaches at two urban high schools show that remote schooling increased collaboration despite greater physical isolation. A flexible remote master schedule created unprecedented common time, shifting norms of privacy and isolation and enabling sustained collaboration on instruction and student outreach. After schools reopened, collaboration largely reverted to pre-pandemic practices, informing implications for leaders and policymakers.","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–23 DOI: 10. 1177/23328584251347930  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \n(No) Common Time: High School Teachers’ Collaboration During a  \nPandemic and Beyond  \nJeremy T. Murphy  \nCollege of the Holy Cross  \nThis qualitative study traced high school teachers’ collaborative work before, during, and after pandemic-induced remote schooling. Conducted over 3 school years, interviews with teachers and instructional coaches at two urban high schools revealed that although teachers were more physically isolated than ever during remote schooling, collaboration increased substantially. A flexible remote schedule introduced unprecedented common time in teachers’normally packed workdays. This change shifted norms of isolation among teachers and fostered sustained collaboration on instruction and student outreach. Participants valued the alternative workplaces these changes permitted and hoped that they might outlive remote schooling. However, interviews conducted after schools reopened revealed that collaboration had, with some exceptions, largely returned to pre-pandemic practices at both schools. These findings complicate our understanding of teachers’ work during and after COVID-19, extend limited scholarship on teacher collaboration at the high school level, and offer an empirical investigation of the critical relationship between teacher collaboration and time, an undeveloped area. Implications for school leaders and policymakers are offered.  \nKeywords: teacher collaboration, teacher context, high schools, in-depth interviewing, teacher workplace, COVID-19, master schedule, time  \nIntroduction  \nTeacher collaboration is essential. It is associated with student learning gains (Goddard et al., 2007; Ronfeldt et al., 2015), it can improve teacher retention (Johnson & Birkeland, 2003; Pogodzinski et al., 2013; Smith & Ingersoll, 2004), and it affords teachers emotional support in a demanding profession (Datnow, 2018) . Despite these benefits, teacher collaboration is difficult to achieve. This is especially true for high schools, where subject specialization through departments silos teachers (Siskin, 1994), and school schedules are driven primarily by student preferences, not teachers’ professional learning (Powell et al., 1985) . Such conditions tend to isolate high school teachers rather than unite them as colleagues.  \nWhen the COVID-19 pandemic shuttered K–12 school buildings and forced teachers to adopt an entirely new mode of instruction, the importance of teacher collaboration intensified (Johnson, 2020; Kraft et al., 2021) . But how did this disruptive period in education affect high school teachers’ work specifically? If high school teachers are professionally isolated even when their brick-and-mortar buildings are open, what would remote schooling mean for their professional lives?  \nMotivated by these questions, I began interviewing teachers at two comprehensive high schools in one urban school district during the 2020–21 school year, which was largely conducted online. I wanted to understand how teachers were coping when pandemic-induced school closures presumably had isolated them even further from colleagues. During interviews, teachers universally shared their struggles teaching students via computer screens. As far as their engagement with colleagues, however, they were coping surprisingly well. Accordingly, I shifted my research design to explore this unexpected finding further.  \nInterviews with participants at both high schools revealed that teachers’collaborative work had increased substantially. The district’s master schedule for remote high school instruction reduced teachers’ instructional hours and gave teachers common time on a scale previously unimaginable. 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