Team learning, therefore, is not collaborative learning per se, but the collective learning of minds coming together. Neuroscience confirms that we learn through social interaction (Dumont, Istance and Benavides, 2010) as knowledge is socially constructed, and socio-cultural theories also highlight the importance of learning through par ticipating in communities of practice (Wenger, 1998) - reflecting what learning science informs us about effective learning of students, so a SLO encourages collaborative work and collective learning among its staff. This makes teaching more than a process experienced by professionally isolated individuals in their respective classrooms and instead enables a professional growth process in which teachers learn from and with each other by sharing of knowledge and expertise (Husband and Short, 1994, Kruse and Louis, 1997, Newmann, King and Youngs, 2000). But teamwork and collaboration can be shallow.