The U.S. Department of Education is pushing districts toward teacher collaboration models as part of federally supported professional learning. A new Government Accountability Office report reviewed approaches connected to student outcomes, and a February guidance letter encouraged districts to use Title II grants—federal funding for teacher professional development—toward team-teaching and staffing arrangements that increase opportunities for effective teachers to share expertise. The reporting notes collaboration as one of the few PD approaches supported by both teachers and evidence; it also cites analysis of RAND Corp. data indicating teachers value collaboration and that collaboration is more often linked to improved test scores than PD models emphasizing coaching or curricular alignment. The policy push is occurring as the administration also seeks changes that would eliminate Title II grants and consolidate them into a smaller block-grant structure, raising uncertainty about whether collaboration-focused funding will continue in the next cycle. For teacher leaders and district HR teams, the immediate consequence is program design: if funding shifts, the collaboration models districts have built may need to be restructured or sustained through alternative sources.