The above line from Rush Hour is a favorite one for my sons and me, so I thought it would be a great way to get your attention…..
One of the barriers identified for implementing collaborative inquiry was the lack of a common language. When starting something new, sometimes assumptions are made that we are all on the same page and that you “understand the words coming out of my mouth”.
During the summer of 2015, a committee convened to develop an Innovation Configuration map (IC Map) for Collaborative Inquiry. (Check out the below videos to learn more about IC Maps.) One of the great aspects of an IC Map is it is always a working draft as the pilot with the 5 Community of Practice schools in the spring provided some feedback to improve the IC Map.
The original IC Map for Collaborative Inquiry can be accessed here.
I am excited to share the updated, revised version of the MNPS IC Map for Collaborative Inquiry, where the feedback and information we learned from the community of practice was integrated into it. The biggest revision was to component D. Previously, component D stated, “The team uses relevant data to drive decision making.”
A critical aspect that was left out of this component was the collaborative inquiry process; therefore, the below definition of collaborative inquiry was created and integrated into the new IC Map. Now, component D states “The team uses the collaborative learning cycle when investigating relevant data to guide decision making” and the collaborative learning cycle was explicitly added to the component, especially during this time that we are all building our capacity to use collaborative inquiry for facilitating data conversations.
Collaborative Inquiry is a data-based team process that consciously uses the collaborative learning cycle (activating and engaging, exploring and discovering, and organizing and integrating) and the qualities of effective groups (fostering a culture of trust, maintaining a clear focus, taking collective responsibility and data-informed decision-making).
–MNPS Community of Practice
The updated IC Map for Collaborative Inquiry can be accessed here.
If you have more feedback or suggestions for improvement, please feel free to email Margie Johnson at email@example.com OR complete the feedback form located here.
Thanks for all you do and for joining me on this learning journey to foster a culture of collaborative inquiry throughout MNPS.
In the last blog post, I shared about the beginning of the MNPS collaborative inquiry journey, which included identifying barriers to implementing collaborative inquiry. The IC Map (Innovation Configuration) Map for Collaborative Inquiry helped address the barrier of the lack of a common language. Another barrier identified by the stakeholder group was lack of leadership modeling, or as we call it "walking the walk."
The identification of this barrier led to the development of an evaluation plan for collaborative inquiry. When implementing a new idea or strategy, creating an evaluation plan before implementation helps with monitoring progress. Through our partnership with REL Appalachia, MNPS received technical assistance for developing an evaluation plan and for building our capacity to use the plan to monitor our progress.
With the evaluation plan created, the next step was to pilot it with the MNPS Collaborative Inquiry Community of Practice schools in the spring of 2016. To answer the evaluation questions, multiple sources of data sources were used. REL Appalachia liaison, Dr. Stephanie Wilkerson, helped MNPS develop data collection protocols, including the Teacher Data Use Survey (to be released by IES soon), Collaborative Inquiry interview protocols, and Collaborative Inquiry Focus Group protocols. Fortunately, the support did not stop there as Dr. Wilkerson and her staff worked with an MNPS team to build our capacity to collect the data necessary for answering the evaluation questions in the future when their assistance is no longer available. Finally, the data collected this spring was triangulated and used to develop the Preliminary Evaluation Report for the Collaborative Inquiry Community of Practice and Infographic.
5 Key Findings and Recommendation from the
Schools are applying collaborative inquiry practices in differing ways based on their school needs and school leadership.
Key Finding and Recommendation #2
The use of collaborative inquiry in schools is making a positive difference in how teachers approach using data to make evidence-based decisions.
Key Finding and Recommendation #3
MNPS teachers feel supported in implementing collaborative inquiry, but need more professional learning.
Key Finding and Recommendation #4
All schools see value in integrating collaborative inquiry with current initiatives to address key problems of practice.
Key Finding and Recommendation #5
To create a culture of collaborative inquiry in using data, a common language and integrated approach to implementation are needed at both the school and district levels.
If you have any questions/feedback, please feel free to contact Margie Johnson at firstname.lastname@example.org.
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