This study explores how teacher collaboration centered on studying student data can change instructional practices. The study focuses on the influences of a collaborative teacher inquiry team and the nature of the changes.
This study was conducted over a 5 year period. During the first three years, a collaborative teacher inquiry group was formed and focused on building collaborative inquiry skills. These skills included the analysis of student data to reflect on instructional change. A team of six people collected data using video or audio tapes taken during meetings.
Researchers identified six characteristics of effective collaboration: The use of team roles and norms. Open and honest interactions focused on students. Informative and instructional support from the principal. Collaborative analysis of student learning data. Using data to content focus. Translation of collaborative work into real changes in classroom practice. (Deuel, Kennedy, Lean, Nelson, & Slavit, 2011) For change to occur, a school needs people involved and material resources. In order for resources to support change, they must be accessible, usable and beneficial to teachers (Deuel, Kennedy, Lean, Nelson, & Slavit, 2011).
Throught this study, a cultural shift was seen in the school. There is now a school-wide “attention to all learners’ mathematical needs” ((Deuel, Kennedy, Lean, Nelson, & Slavit, 2011). In order to have powerful talks during collaborative team meetings, teachers need to feel comfortable in sharing questions and challenging practices. The study found that most talks were centered around sharing stories and individual practices.
Long-term change involves a lot of factors including teacher collaboration, data analysis and powerful discussions. Collaborative inquiry teams require time and support to be successful in making significant changes within a school.
Powerful teacher discussions on current instructional practices and analysis of student learning data is key to the productivity of a collaborative inquiry team. Teachers also must feel comfortable in team meetings to challenge and discuss teaching practices and how to improve or change current practices within a school.
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