• Introduction
  Why work together with colleagues? Different types of collaborative practices Identifying levels of collaboration Barriers to collaborative work
• Good practices
• Portraits
• Reflection and exercices
• Advice
• Library
• The 'NAM-tinder'

In her “Practical Guide”, Caroline Letor (2010)ireminds us of the importance of a relationship of trust and affinity in order for there to be consultation. Without this, collaborative work will not be effective, or will be limited to ‘cohabitation’ or ‘coordination’.
Marcel and Murillo (2014)idistinguish several levels of collaboration, ranging from no collaboration at all to co-designing lessons and co-assessing students.
 
Level 0  No collaboration
Level 1  Informal discussions between colleagues
Level 2  Cohabitation: Simple co-presence of colleagues, sharing a common space. Everyone works with the student “on their own”. Assessments are independent.
Level 3 Coordination: Mutual information: each teacher knows what his/her colleague has decided to do. The pupil is “helped” to establish links between the two interventions. The assessments remain separate (possible communication of tests and results).
Level 4 Collaboration: Joint elaboration of the device based on “thinking” together. Distribution, but separation of tasks (according to one’s speciality). Assessments can be combined, but include two components.
Level 5 Cooperation: Joint care of the pupil based on “doing” together (at the pedagogical level). Partial blending of each other’s tasks. The two assessment strands have common parts (another mark of cooperation mix).
Level 6  Coelaboration: Bringing into play and articulation of disciplinary and documentary knowledge (at the didactic level). This articulation (didactic level) starts from the concrete device (pedagogical level). An important function of a co-evaluation, attesting to the articulation of knowledge.