With that in mind, job-imbedded professional development through teacher collaboration is becoming a more significant factor in more and more school systems worldwide.
Nations like Shanghai, Singapore, and Canada significantly outperform the U.S. on the Program for International Assessment (PISA), and according to the 2014 National Center for Teaching Quality (NCTQ) out of North Carolina, other countries devote more time for teacher collaboration than in the United States.
America has an inborn attitude of independence, and because of that, teachers are expected to "figure it out" and succeed with less training. But perhaps if they were expected to band together, and learn by observing and cooperating with each other, they might grow professionally by the actual real-time experience! That way, they’re dealing with people on a day to day basis, not theories.