Education Week reports on how principals are carving out structured time for teacher collaboration, addressing the common “egg-crate” schedule that isolates classrooms. The piece describes practical scheduling strategies, including repurposing staff meetings and using prompts to help faculty run interdisciplinary conversations about student growth, communications, and differentiation. The interviews suggest that school leaders see collaboration time as a form of professional development that teachers value and that can improve student outcomes and retention, while still requiring operational tradeoffs such as coverage and alignment of planning periods. For higher education educators and professional development providers, the reporting offers a set of implementable models for how to operationalize collaboration rather than leaving it to informal time.