Rationale: Collaboration between a teacher and colleagues, parents, and the broader community help promote students’ learning. A teacher should know how to work with colleagues in a variety of collaborative settings; she should value working with others and be able to deal effectively with the give-and-take of collaborative work settings. Relationships with parents provide the framework for communication and collaboration aimed at promoting children’s learning, fostering an understanding of the value systems of families, and encouraging the involvement of parents in the support of their children’s education. Therefore, teachers should know the kinds of activities that can foster family-school partnerships. They should value the contributions that families can make to a student’s education, as well as the opportunities to make connections between the school and families. Special educators, in particular, should value parents as partners in the development and implementation of individualized education plans (IEPs). Inevitably, disagreements will arise in collaborative relationships. When they do, teachers should be able to advance their positions, ideas, and concerns in ways that do not alienate others and that expand discussions rather than stifle them. They should also be able to engage effectively with opposing attitudes, positions, and behaviors, and to reconcile misunderstandings.