The content of this communication is part of a project that takes as a reference the Goals for sustainable development found in Goal 4 of the United Nations 2030 Agenda. Goal 4 is Quality Education, this means “guarantee inclusive, equitable and quality education and promote lifelong learning opportunities for all”. At the same time, the Project takes as a reference the UNESCO International Commission on the Futures of Education Report 2021, which states that "we need a new social contract for education to repair injustices while transforming the future" and the document “REIMAGINING OUR FUTURES contract for education TOGETHER” in which five proposals for the renewal of education are specified, some of which are very close to our project. Specifically in the first when it is stated that "Pedagogy must be organized around the principles of cooperation, collaboration and solidarity", the third proposes "Teaching must be further professionalized as a collaborative effort where teachers are recognized for their work as producers of knowledge and key figures in education and society”, and the fifth conclusion “Schools must be protected educational sites due to the inclusion, equity and individual and collective well-being that they support, and also reinvented to better promote the transformation of the world towards more just, equitable and sustainable futures”. The backgrounds to the objective of the study, and theoretical references used in the project, have been the contributions of: Daniels and Parrilla (1998) Support between teachers for teaching with SEN students and other needs. Ainscow's (2016) research on joint reflection on the practices developed. And the research on how it promotes collaborative professional development by Hargreaves and 0'Connor (2018). And some of our work on facilitation to introduce improvements in inclusion. On the other hand, the research by Baines et al. (2015) the Interdependence Theory developed by Johnson and Johnson (2009, 2016), the "Team Model" proposed by Slavin (1991, 2011, 2014) some suggestions from Ashman and Gillies (2013), Lago and Pujolàs (2008 , 2018), Pujolàs, Lago and Riera (2015) in our previous work to develop the program "Cooperate to learn, learn to cooperate". The research carried out by the Research Group on Attention to Diversity (GRAD) of the University of Vic-Central University of Catalonia, since its constitution in 1999, has been oriented towards investigating how cooperative learning can contribute to improving inclusive educational practices. The reports of the different projects developed highlighted the importance of research around two intertwined axes: support between teachers for the development of cooperative learning and support to eliminate barriers for the inclusion of the most vulnerable students in cooperative learning teams. . These two axes give rise to the development of a project of the Ministry of Science and Innovation, entitled: "Collaboration between teachers in the development of Cooperative Learning for the most vulnerable Inclusion" (PID2021-128456NB-I00). In said communication we present a first phase of the project, which consists of the elaboration of a collaborative analysis model between teachers, linked to the first axis of the project previously exposed. The research objectives are the following:

Objective 1. Observe and analyze the collaboration of teachers in the planning of support for cooperative teams for the inclusion of students

Objective 2. Analyze together with the teaching staff the observations and data collected on practices in cooperative teams with students at risk of exclusion

Objective 3. Identify the criteria and strategies for joint work and decision-making

The objectives of our research point to the need to adopt a qualitative methodology, multiple case analysis and action research (Parrilla, Raposo & Martínez, 2016), in which the contributions of the participants, in our case the participating teachers, are the ones that build the conclusions of the investigation. The Research Team is made up of 6 researchers from different Universities in Spain and 12 professors from different educational centers in different territories, which will be coordinated by the University professors.The data collection instruments are the following (Juan, Lago and Soldevila, 2020): a. Planning support for a cooperative team with students at risk of exclusion and Improvement Issues b. Video recordings of 10 minutes of cooperative teamwork sequences in 1 hour of class. c. ”Guideline for the Analysis of Support for the Cooperative Team” prepared by each teacher. d. "Guidelines for the analysis of the preparation of Improvement Proposals". Data analysis criteria that we understand will allow us to achieve the objectives. Objective 1. Observe and analyze the collaboration of teachers in the planning of support in cooperative teams for the inclusion of students. - Criterion 1.1 Identify similarities and differences between the plans. - Criterion 1.2 Analyze priority contents for joint analysis, debate and the criteria for change and improvement. - Criterion 1.3 Analyze the agreements for the modification of the schedules. Objective 2. Together with the teachers, analyze the observations and data collected on practices in cooperative teams with students at risk of exclusion. -Criterion 2.1 Analyze coincidences and divergences in tasks, modeling interventions and support for cooperative teams. - Criterion 2.2 Analyze educational practices to support cooperative teams with students who encounter more barriers - Criterion 2.3 Identify the type of Improvement Issues and the link with the observations presented

As we have previously commented, we are still in the first phase of the project.. Some of the preliminary data of this first cycle are. Regarding the first research question 1 - When the needs of students regarding classroom activities are analyzed, it is easier to identify tasks and supports for cooperative learning than when the only thing that is provided is the type of disability or disorder of the students. - In the joint analysis, having a previous and shared analysis and discussion plan and having someone do the discussion guide is very useful to identify and specify improvements adjusted to the difficulties encountered. - In the analysis of the recordings, it is observed that clear general criteria of the objectives of the recording and more detailed instructions are needed on what type of moments of the learning sequence of the class should be recorded. - When assessing the feasibility of improvements, it is recurrent that it is considered easier to agree with teachers from another school that shares an educational model than with some teachers from the school itself. Regarding the second research question 2 - Doing the modeling of cooperative learning tasks in the team with the students who encounter barriers than other teams is more useful for all the teams in the class and also for the teams where there are more students who encounter barriers. - Tasks for all cooperative learning teams should have 2-3 different difficulty levels, and there may be some differences between teams. - The teacher's support in cooperative learning teams with students who find barriers would be directed to the classmates of these students.

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