School board conflict and controversy can negatively impact the board's function, the school district, and the community. Using the Interprofessional Education Collaborative (IPEC) framework, this action research study sought to investigate how the implementation of interprofessional collaborative practices could improve the board's response to internal conflict and controversy. Cycle 1 involved collecting data from school board members, school district administrators, and school board professionals to gather insights into conflict and controversy associated with school boards. Action steps were designed, implemented, and evaluated in Cycle 2 to support one Connecticut school board in forming and enhancing collaborative practices to mitigate conflict and controversy. The Interprofessional Collaborative Practices (IPEC) competencies, adapted from the healthcare sector, were tailored to meet the needs of the school board. Three action steps were developed to engage participants in collaborative practices, focusing on teamwork, communication, roles and responsibilities, and mutual respect, all of which align with the IPEC competencies. The evaluation of the action research study included a comprehensive assessment of its goals and objectives. The study concluded that the IPEC framework is adaptable and flexible, supporting the board in developing collaborative practices and mitigating conflict and controversy. Implications for the organization highlight the need for adaptable frameworks to support the ongoing changes of school boards. Participants expressed a desire for continued implementation of the framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]