Findings suggest: (a) teachers without prior preparation learn informally
from peers
to use CPT; (b) they use CPT
to promote student and teacher learning and well - being and
to respond
to school - wide needs; (c) teacher knowledge of CPT
varies and teams could function more fully and / or efficiently with formal professional development; (d) teachers have adapted the ways they use CPT under NCLB, planning fewer interdisciplinary units and more
lessons to promote reading and math achievement.