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Collaborative Inquiry

Collaborative Inquiry. Growing Success Assessment, Evaluation, and Reporting in Ontario Schools. Staff Development Council of Ontario Learning Forward November 2010. Today’s Agenda. Think expansively about your team’s inquiry;

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Collaborative Inquiry

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  1. Collaborative Inquiry Growing Success Assessment, Evaluation, and Reporting in Ontario Schools Staff Development Council of Ontario Learning Forward November 2010

  2. Today’s Agenda • Think expansively about your team’s inquiry; • Identify underlying assumptions about your team’s theory of action; • Formulate a data collection plan; • Builda framework for your own work; • Model protocols that can be used to engage teams in purposeful talk.

  3. Norms • Appreciate one another’s expertise. • Engage fully in all learning experiences. • Invest in your own learning. • Open your minds to new ways of thinking. • Unite in purpose: improving student achievement.

  4. K-A-S-A-B Knowledge – identify types of data that can be used for school improvement Attitude – value the use of data in school improvement efforts Skills –develop a plan to collect data related to your team’s inquiry Aspire – to engage individuals in data focused conversations Behaviors – share strategies for collecting data

  5. Stage One Problem Framing This process included: • determining a meaningful focus; • determining a shared vision; • writing a purpose statement; • developing a research question; • and formulating a theory of action.

  6. Reflecting On the Problem Use the following questions to guide your discussion: • Who are the key stakeholders? • What action needs to occur in order to resolve the dilemma? • What is the predicted outcome? • What essential learning will occur? • What do you really want to know?

  7. Consultancy Protocol “Consultancies give presenters an opportunity to tap the expertise in a group, and if past experiences offer any indication, you will be able to rely on the people in your consultancy group to provide respectful, thoughtful, experienced-based responses to your dilemma.” http://www.nsrfharmony.org/protocol/a_z.html#O

  8. Consultancy Protocol Step 1 (5 minutes) The presenter gives an overview of their team’s inquiry and shares the research question developed. The focus of the group’s conversation is on the dilemma presented.

  9. Consultancy Protocol Step 2 (5 minutes) The consultancy group asks clarifying questions of the presenter – that is questions that have brief, factual answers.

  10. Consultancy Protocol Step 3 (5 minutes) The group asks probing questions of the presenter. The presenter may respond to the group’s questions, but there is no discussion by the consultancy group of the presenter’s responses.

  11. Consultancy Protocol Step 4 (7 minutes) The group talks with one another about the research question. Possible questions to frame the discussion: • What did we hear? • What didn’t we hear that might be relevant? • What assumptions seem to be operating? • What questions does the inquiry raise for us? • What do we think about the inquiry? • What might we do if we were faced with a similar dilemma? • What have we done in similar situations?

  12. Consultancy Protocol Step 5 (3 minutes) The presenter reflects on what he/she heard and on what he/she is now thinking, sharing with the group anything that particularly resonated for him or her during any part of the consultancy. (3 minutes)

  13. Consultancy Protocol Team Sharing $5.00 Summary

  14. Growing Success Theory of Action Patton (1997) describes a theory of action as “a straightforward articulation of what is supposed to happen in the process that is intended to achieve desired outcomes” (p. 223). “The best theories at their core are solidly grounded in action.” (Fullan, 2008, p. 1)

  15. Growing Success Theory of Action What do you assume to be true? How have these assumptions influenced your thinking about the dilemma?

  16. Stage Two Collecting Evidence In the second stage, collaborative inquiry teams determine what type of data to collect, how to collect the data, and where to collect it.

  17. Types of Data for School Improvement

  18. Types of Data for School Improvement Jigsaw Mix it up: Variety is the Key to a Well-Rounded Data-Analysis Plan Intersections: New Routes Open When One Type of Data Crosses Another • 3 minute walk through of your portion of the text; • 2 connections relevant to your team’s inquiry; • 1 sentence that’s a strong take away from your portion of the text and why it is meaningful to our learning.

  19. Data Collection Techniques • unobtrusive measures; • observation; • interviews; • reflective diaries.

  20. Types of Data for School Improvement “Collectively and interactively, these data begin to inform schools of the impact of current programs and processes on their students – so they can decide what to change to get different results. These data can also assist schools in understanding the root causes of problems as opposed to just focusing on symptoms.” Bernhardt, 2002, p. 47

  21. Collaborative Inquiry

  22. Data Recording Protocols

  23. Next Steps • Implement your team’s data collection plan; • Adobe Connect Session • January 21st • Stage 3 – Data Analysis • March 9th • Stage 4 – Celebrating and Sharing • June 1st

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