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Inquiry Team User Guide. Prepared by Marsha Volini – CFN 204. Inquiry Work Creates Powerful Opportunities for Teacher Leadership (School Perspectives on Collaborative Inquiry, 2010). “Leadership is about being committed to being a better teacher”. - PowerPoint PPT Presentation
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Inquiry Team User Guide
Prepared by Marsha Volini – CFN 204
Inquiry Work Creates Powerful Opportunities for Teacher Leadership
(School Perspectives on Collaborative Inquiry, 2010)
“
“
“Leadership is about being committed to being a better teacher”
(School Perspectives on Collaborative Inquiry, 2010)
Teacher Leaders Guide Inquiry Teams Through
Instructional Inquiry Cycles…
Instructional Inquiry Cycle
Examine student work/data
Select a content area, usually ELA or Math
although middle schools may select Science or SS
Examine teacher work including classroom visits
Define instructional strategy
and set goals
Engage external research-based
resources
Take action: Implement
instructional strategy
Monitor student progress with
common assessments
Revise and repeat inquiry cycle
Steps to Guide Inquiry Work1. Use the Progress Report to identify content focus areas – this will
show how students are doing generally in the different content areas. 2. Use data from Progress Report, ITT, CEP, etc. to identify a Problem of
Practice3. Use the Inquiry Target Tool (ITT) to see individual student information
and to sort the data in different ways (see the ITT Tutorial @http://sharepointsite.net)
4. Use the CEP to see school-wide identified priorities5. Check the NCLB to see if the school is required to improve the
performance of a particular sub-group of students6. Use Assessment Data (NY Start, Performance Series, Acuity, teacher
created assessments, student work, etc.) to identify sub-skills that students are struggling with
7. Break down the identified sub-skills into learning targets 8. Analyze the conditions of learning under which students were taught
the sub-skills and learning targets
Steps to Guide Inquiry Work9. Analyze Curriculum Artifacts (CCSS, NY State Standards
curriculum maps, lesson plans, etc.) and determine what was actually taught, not what was intended to be taught
10. Establish a baseline from which to measure growth11. Set an ambitious and realistic long-term goal (by June…)12. Set frequent, measurable, interim benchmarks (short-term
goals)13. Implement systemic change strategies (to the curriculum,
pacing calendars, materials, lesson plans etc.)14. Evaluate and monitor student progress15. Revise change strategies and action plans accordingly16. Create new cycles of inquiry (document them in Inquiry
Spaces)
Questions to Guide Inquiry Work What is “it” that students cannot do,
but MUST do? What are we, as a collaborative,
coherent team going to do to ensure that our students learn “it”?
Is there misalignment between what students need to know and what they are taught?
Do we need to revise our curriculum based on student needs?
How are we going to prove that our practices worked?
Using Data to Improve Instructional Decision-making…
Teachers say …(School Perspectives on Collaborative Inquiry, 2010)
“It has helped me as a teacher because I can reflect on my teaching and instead of saying, ‘Oh, that did not work.” I can say, ‘Oh, that is why it did not work.’”
“If I spend just those 15 minutes of prep time during the morning to enter student data, it really makes a big difference in the end because I have something that I can bring to the inquiry team and show them what works or does not work for the students.”
“I did not know anything about formative assessment and the value of diagnostics until inquiry.”
“Even if you have two kids and they both are a level D in reading, their issues are not the same. The data helps you identify specifically where each was weak.”
Basic Elements of Effective Inquiry• Identify something small and
essential that students do not know.• This is called a “learning target”. It
makes gaps between specific students’ learning needs and what students need to know manageable.
• It’s foundational. (Without it students cannot move forward.)
• It’s a lever. (If students master it, they can apply it in many contexts.)
• It’s heavily valued on the high-stakes test.
SUB-SKILL FOCUS
Defining a Problem of Practicefrom: Instructional Rounds in Education by Richard Elmore
Focused on the instructional core Directly observable Actionable (within the school’s
control and can be improved in real time)
Connects to a broader strategy of improvement (Inquiry Teams focus on school-wide goals)
Is high-leverage (if acted upon, it would make a significant difference for student learning)
It helps focus the attention of all teachers
Instructional Core
Solving a Problem of Practice“If you want to improve learning, you have to improve teaching”
Richard Elmore
Problem-solving is based on cooperation and collaboration Use standardized data to identify what students cannot do, but
MUST be able to do Consider data not as an indicator of student achievement but as an
indicator of teaching success (or lack of) Have a strong technical core of knowledge and discourse about what
effective practice is Calibrate practice to external benchmarks and peer review Real improvement comes when you visit a classroom where
somebody is doing the same thing you are -- only much better
Richard Elmore
Pitfalls to Creating a Collaborative, Coherent Definition of Effective Practice
All teachers do not use a common language to define effective teaching
Benchmarks for effective instruction are inconsistent across the grade
Distribution of knowledge is uneven Teachers teach behind closed doors and
do not welcome visitations by peers Teachers practice as individuals with
individual styles Teachers are not receptive to changing
their practice: “This is the way I learned it when I went to college”.
Richard Elmore
Defining Conditions of Learning What “is” taught (curriculum) How is “it” taught (lesson design) How well is “it” taught (teacher
practice) Who teaches “it” (classroom teacher,
SETTS, ESL, AIS, para, etc.) How much time was spent teaching
“it” What materials were used to teach
“it” What format was used (i.e. whole
class, small group, partner work, etc.)
Defining SMART Goals
Sample SMART Goals… By June, students’ writing organization skills will improve at least two
proficiency levels from October to June on the writing portion of the practice ELA exam we administer, as measured by the NY State 8th grade writing rubric
Students’ reading comprehension skills will improve as evidenced by a move from Fountas and Pinnell levels G/H in September to at least level N by June
By June, 80% of students will move at least 200 scale score points in reading comprehension from September, as measured by Performance Series.
By June, students will increase their independent communication skills by moving from the October baseline score of Phase I of the PECS system, with assistance, to the Phase III of the PECS system, without assistance
Low-inference Observations …
“Hey, you have the same problem I do, so let’s take a look at this together.”
(School Perspectives on Collaborative Inquiry, 2010)
Deprivatize Classroom Practice
Defining Classroom Intervisitations
Use Low-inference Transcripts Look for patterns in school-wide instruction Focus on the skills and sub-skills of the Inquiry Work Create a plan for visiting classes Do not put identifying information about a teacher on a transcript Look for “how” the lesson is taught (lesson design) Focus on the level of questioning; use of academic vocabulary; length of student responses
Ask What is the lesson plan in use in each classroom? Do you see patterns (i.e. 3 out of 5 classrooms use a “Do Now”) To what extent are lessons consistent? What does the teacher write on the board? What does the teacher say? What does the teacher asks students to do? (tasks)
Suggested Format for Inquiry Team Meetings
Each Collaborative Inquiry Team has a facilitator who guides the team and attends Core Inquiry Team meetings
The facilitator keeps the meeting flowing – no single person dominates the discussion A team member is designated to keep minutes and enter updates into Inquiry Spaces in ARIS At the beginning of each meeting, the team reviews and discusses the outcomes of the previous
week’s actions During the sessions, members may create common assessments and lesson plans; analyze
research-based resources, data, student work, lesson plans and best practices; and plan for intervisitations
Team members agree upon next steps (i.e. learning targets and instructional techniques) for the upcoming week
At the close of each session, the facilitator, with consensus from team members, sets the agenda for the next meeting
Filling Out the Inquiry Space Profile Worksheet
Tutorials are found on our Network website.
Go to: www.cfn204.com
Under resources: Click on Marsha Volini
Final Thoughts… Inquiry is teachers working together to
identify common challenges, analyze data, and test research-based instructional approaches
Data , including reviews of student work, drives the decision making
Collaborative inquiry focuses on one common practice at a time
Inquiry “action plans and strategies” are instituted in all team members’ classrooms
Results are judged by one common assessment
“Results” are shared with Core Inquiry Team to ensure they become school-wide practices
Interventions are informed by research-based best practices