Inquiry Team User Guide

1. Inquiry Team User Guide Prepared by Marsha Volini – CFN 204

2. Inquiry Work Creates Powerful Opportunities for Teacher Leadership (School Perspectives on Collaborative Inquiry, 2010)

3. “Leadership is about being committed to being a better teacher” (School Perspectives on Collaborative Inquiry, 2010) “ “

4. Teacher Leaders Guide Inquiry Teams Through Instructional Inquiry Cycles…

5. Examine teacher work including classroom visits Select a content area, usually ELA or Math although middle schools may select Science or SS Examine student work/data Instructional Inquiry Cycle Revise and repeat inquiry cycle Engage external research-based resources Monitor student progress with common assessments Take action: Implement instructional strategy Define instructional strategy and set goals

6. Steps to Guide Inquiry Work • Use the Progress Report to identify content focus areas – this will show how students are doing generally in the different content areas. • Use data from Progress Report, ITT, CEP, etc. to identify a Problemof Practice • 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) • Use the CEP to see school-wide identified priorities • Check the NCLB to see if the school is required to improve the performance of a particular sub-group of students • Use Assessment Data (NY Start, Performance Series, Acuity, teacher created assessments, student work, etc.) to identify sub-skills that students are struggling with • Break down the identified sub-skills into learning targets • Analyze the conditions of learning under which students were taught the sub-skills and learning targets

7. Steps to Guide Inquiry Work • 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 • Establish a baseline from which to measure growth • Set an ambitious and realisticlong-term goal (by June…) • Set frequent, measurable, interim benchmarks (short-term goals) • Implement systemic change strategies (to the curriculum, pacing calendars, materials, lesson plans etc.) • Evaluate and monitor student progress • Revise change strategies and action plans accordingly • Create new cycles of inquiry (document them in Inquiry Spaces)

8. Questions to Guide Inquiry Work • What is “it”that students cannot do, but MUST do? • What are we, as a collaborative, coherent teamgoing 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?

9. 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.”

10. 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

11. 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

12. 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

13. 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

14. 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.)

15. Defining SMART Goals

17. 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

18. 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

19. 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)

20. 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

21. 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

22. 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 commonassessment • “Results” are shared with Core Inquiry Team to ensure they become school-wide practices • Interventions are informed by research-based best practices