- The document outlines an overview for a 6-session teacher inquiry program focused on improving teaching practices through asking questions, collecting data, and engaging in collaborative discussions. - Key aspects of the program include creating an inquiry question and action plan, using various data collection methods like interviews and observations, and analyzing data to inform future teaching. - Guidelines are provided for structuring productive professional conversations and ensuring ethical research practices in the classroom.

1. NDTA Teacher Inquiry Session 2 December 7, 2009 A Joint Project Funded by Nanaimo School District and the BCTF Program for Quality Teaching (PQT) Facilitated by Debra Swain and Laurie Gitzel BCTF PQT Program Facilitators

2. Inquiry Professional Conversations

6. Six Session Overview 1. Nov. 23, 2009. Build community and ask an inquiry question 2. Dec. 7, 2009. Create a plan of action and consider methods of data collection 3. Jan. 25, 2010. Analyze data and consider whether further data collection is necessary 4. March 1, 2010. Further data analysis and plans for future action 5. May 3, 2010. Prepare for presentation of learning 6. June 7, 2010. Final celebration of learning

7. EXIT slips and feedback Thank you for your constructive feedback. November 23, 2009

8. Teacher Inquiry in the BCTF: 1. Program for Quality Teaching (PQT) 2. Research and Technology (RT)

9. Types of Teacher Inquiry - Action Research -Professional Conversations -Book Study Groups Subject/Theme Based Groups -Appreciative Inquiry

11. Professional Conversations “A group of peers engaging in sustained and focused conversations about practice” (Teacher Inquiry in the BCTF: A focus for supporting teacher’s professional development, A report to the BCTF Executive Committee from the Teacher Inquiry Group, April 2008)

13. Post-It Reflection on Lorna Earl’s Article Use a PMI frame to reflect on the article: Positive -recent publication -provides examples applicable to the classroom Minus Intriguing

14. Honing the Inquiry “ Inquiry is a self directed search for understanding. The essence of inquiry lies in formulating good questions and using research to come to a better understanding of those questions.” Bob Hudspith and Herb Jenkins: Teaching the Art of Inquiry, 2001

15. Listening Triads Purpose: To reflect on the inquiry question or plan of action. Structuring Protocol: 10 minutes/person A: Talks about the Teacher Inquiry for 5 minutes B: Probes, clarifies, paraphrases, asks questions, to gain a greater understanding of the inquiry (3 minutes) C: Observes the conversation and shares information during a debrief (2 minutes)

16. A: Discusses the Teacher Inquiry for 5 minutes. * Reflect on your question/plan with a critical eye. *Stretch your thinking…dig deep and challenge what you know.

17. B: Probes, clarifies, paraphrases, asks questions , to help the Teacher Inquirer (Person A) extend his/her thinking in order to and gain a greater understanding of the inquiry question or process. (3 minutes)

18. C: Observes the 8 minute conversation and articulates the important aspects of the discussion in a 2 minute debrief. This process deepens the participants understanding of the Inquiry.

20. Some Data Collection Examples * Photographs * Interviews * Journal Entries, Observations * Surveys * Student work samples * Structured Conversations: Circle Dialogue, Tuning Protocol

22. Triangulation Student Interviews Portfolios Tuning Protocol

23. Laurie’s Inquiry

26. Homework 1. Complete action plan and e-mail to Deb or Laurie by December 18, 2009. 2. Begin the Inquiry using a two lens approach: a) Instructional Lens: Collect data/information on implementation of the classroom based interventions. b) Student Learning Lens: Collect data/information on how the teaching intervention is impacting students’ learning .

28. “ For students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn on to modify their own work .” Sadler, 1989 as cited by Earl, Rethinking Classroom Assessment With Purpose in Mind, 2006