As part of the reform project “Securing Basic Competences”, schools in Austria whose pupils did not meet the minimum requirements over a longer period were required to consult multi-professional advisory teams for school development purposes. These teams were composed of school development counsellors, subject specialists, and representatives of school psychology. Thus, for the first time, different professions were systematically commissioned to accompany schools in their development work. The following article focuses on the cooperation and counselling understandings of the actors in these teams and discusses the findings of an empirical study.

Keywords
multi-professional teams, school development counselling, school development, cooperation, professionalization, Austria