Teacher teams and the collaboration within these teams remains a relevant topic and is continually explored within the educational arena. As highlighted by Goulet, Krentz, & Christiansen, (2003), collaboration is both a phenomenon and process, which is anchored in consultation, collegiality, and cooperation. Aware that teacher teams are susceptible to inconsistencies pertaining to collaboration and that the measurement of collaboration within teacher teams is challenging, this study provides school leaders tools for measuring the collaboration of their teacher teams so they can identify areas that need to be created, improved upon or sustained. The purpose of this action research was to explore how measuring the collaboration among teacher teams could identify areas of strength and weakness regarding effective teacher collaboration. The researchers sought to understand the following research questions: "(1) What does teacher collaboration look like in practice?" "(2) How can the measurement of the collaboration among teacher teams assist school leaders in identifying areas of strength and weakness regarding effective collaboration?" "(3) What research can be used to assist school leaders in supporting the areas of strength and weakness in relation to teacher team collaboration in their school contexts?" [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.]