1) Six teachers from the district applied for an innovation grant to explore how extended collaborative time for teachers could deepen inquiry-based teaching and learning. 2) The team provided training for other teachers through workshops, expert consultations, modeling inquiry lessons, and collaborative planning time. 3) Teachers were surprised by how willing their colleagues were to embrace inquiry-based teaching, which requires teachers to share control over learning with their students. The team believes building a culture of inquiry among staff is important for improving student learning.

1. Innovation Grant 2013
The Team: Amy
Rice,
Bryan
Scho1ield,
Amy
Meldrum,
Jeff
Muthanna,
Michelle
LaBounty,
Craig
Cantlie
Monday, 10 June, 13

2. WHAT
WAS
YOUR
INQUIRY
QUESTION?
Will providing extended
monthly collaborative time for
teachers deepen and facilitate
their abilities to effectively
explore and plan their units of
Inquiry? Will Inquiry based
units be more rigorous and
will students' learning be
more connected and
meaningful and encourage
them to take action?
Monday, 10 June, 13

3. How
did
you
do
it?
Monday, 10 June, 13

4. 1. Unit Planning (big ideas/concepts/summative
tasks)
2. Quintessential Inquiry – lesson preparation
•
The teacher has an intended outcome for
the day
•
Focus on teacher questions
•
“figuring things out”
•
PROVOCATION
3. Coaching in the classroom
4. Collaboration.
•
Team teaching
•
Variety for the students
•
Immediate, trusted, adult feedback
5. Win/Win
inQuire
Monday, 10 June, 13

5. Messy Consistency Variety Tenacity
Wednesday Mornings and Monthly Afternoon Sit Downs
Monday, 10 June, 13

6. How
did
you
do
it? Found Expertise in the District and Beyond
Monday, 10 June, 13

7. 7
Shelley Wright
Saskatchewan/ICC/In Canada
Instead of her standing and
delivering curriculum, she is more
of a facilitator
Genius Hour- Kids pick something
that they are passionate about.
Asking questions and knowing
what’s going on with the students
emotionally is key
The Process is what is important
Shared real classroom examples
Janet Hicks
West Bay/In District
Monday Mornings
3rd Term
met with interested
teachers to plan and
team teach
led planning through the
IB lens of inquiry learning
led an inQuire workshop
afterschool
Kath Murdoch
Australia/International
2 after-school sessions
via FaceTime/Skype
her work was the focus
of the literature handed
out at Pro-D Days
provided tools for
creating a culture of
inquiry - questioning
Monday, 10 June, 13

8. How
did
you
do
it? Professional
Development
led
by
our
Teachers
-­‐
SOLE
Honest
conversation
around
inquiry
-­‐
where
are
we?
Big
Question
-­‐
What
are
challenges
and
opportunities
for
learning?
Teacher
lens
Big
Question
-­‐
Tackling
the
big
question.
Student
Lens
Re1lections
on
the
Process
and
perceived
realities
Making
Connections
with
students
Monday, 10 June, 13

9. How can I do Inquiry with all the
curriculum we have to teach?
Monday, 10 June, 13

10. WHAT SURPRISED YOU?
The
“buy-­‐in”
by
Staff
The
efforts
staff
went
to
inQuire
What
many
of
us
thought
of
as
"the
giving
up
of
control”
actually
came
to
mean
a
sharing
of
power,
in
which
students
took
an
active
role
in
the
direction
of
their
own
learning.
I
was
surprised
both
by
this
and
by
the
level
of
commitment
and
passion
of
my
colleagues
to
an
idea
that
required
such
a
radical
shift
in
our
thinking.
Many
of
the
people
with
whom
I
work
really
embraced
the
idea
of
change
–
even
though
it
meant
changing
fundamental
notions
of
our
practice
and
our
understanding
of
what
it
is
to
teach.The
dips
Monday, 10 June, 13

11. WHY THIS MATTERS
To
build
a
culture
of
inquiry
it
was
important
to
build
capacity
amongst
the
staff
in
a
manner
that
encouraged
“learning
from
within”
as
staff
collaborate
and
begin
to
mentor
one
another.
It
demonstrated
a
commitment
to
the
staff
that
we
valued
the
direction
of
inquiry.
It
created
a
safe
opportunity
for
teachers
to
expand
their
pedagogy.
It
is
what’s
best
for
student
learning.
Monday, 10 June, 13

12. WHERE TO NEXT?
Continue to build capacity amongst the staff and
encourage greater risk-taking in “letting go” with
classroom learning.
Continue to nurture interested staff as inQuiry
leaders and have them work collaboratively with
colleagues.
Ensure we are developing the staff learning in a
sustainable manner by understanding and
honouring that it is a long (and windy) road.
How can we support your journey?
Monday, 10 June, 13