One focus of MNPS’ Theory of Action is culture. A tool being used with some MNPS’ middle schools to gather culture data is the Culture and Climate Walkthrough Instrument developed by MNPS’ Social and Emotional Learning (SEL) department. According to Kyla Krengel, Director of SEL, the Culture and Climate rubric and walkthrough instrument was developed as a result of MNPS’ partnership with CASEL, the Collaborative for Academic, Social, and Emotional Learning. The rubric was created with input from MNPS educators and national experts and provides a common language of school culture and climate. You can access the rubric HERE. At Rose Park Magnet Math and Science Middle, we used the collaborative inquiry process to facilitate a discussion about the culture and climate data gathered at their school. Common planning teams took a deep dive in identifying key observations from the data, then proposing multiple theories of causation. Now, the leadership team is developing a survey for reaching a consensus on a theory to dive deeper into and creating a community of practice around the issue. To read more about Rose Park Magnet Math and Science Middle collaborative inquiry journey, please go HERE. If you have a collaborative inquiry story to share or need any support, please feel free to email Margie Johnson at margie.johnson@mnps.org.
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I came across an article this week in Education Week entitled, Why Collaborative Inquiry? Professional Learning That Makes a Difference (DeWitt & Donohoo, 2016). While in MNPS we have been using collaborative inquiry as a data use process, after reading this article it is evident that collaborative inquiry is a process that can be used for much more.
In the article, they highlight how collaborative inquiry is a great strategy for providing high-quality, job-embedded professional learning (DeWitt & Donohoo, 2016). By using the collaborative inquiry process, teachers are put in the driver’s seat of their own learning. They are encouraged to take a deep dive into issues facing their practice and school. Through their ownership of the learning and collective wisdom, they are able to tackle complex issues, which help support student success. Of course, knowing that collaboration is the key and implementing it is two different things. Luckily, MNPS, in partnership with REL Appalachia, Dr. Laura Lipton, and Bruce Wellman, has been provided with training about the structures, strategies, and principles for facilitating collaborative teams. To learn more about this training, you can access it HERE. Also, if you are interested in participating in a collaborative inquiry community of practice to learn more about facilitating collaborative teams, please complete this form. Here’s to a wonderful December….. Reference: DeWitt, P. & Donohoo, J. (2016, November 30). Why collaborative inquiry? Professional learning that makes a difference. Education Week. Retrieved from http://blogs.edweek.org/edweek/finding_common_ground/2016/11/why_collaborative_inquiry_professional_learning_that_makes_a_difference.html?r=1680500941 During my first year of teaching 8th grade math and science, I decided to put my students into cooperative groups for a math project. I was trying something new and even had my university supervisor coming to observe me. (In KY new teachers are observed at least 9 times a year by principal, mentor teacher, and university supervisor.) Dr. Maya Angelou has a quote, "When you know better you do better." Well, let's just say that when the lesson where I used cooperative groups was observed, I had ALOT to learn. I had basically put students together and said, "cooperate". I lacked structures, strategies, and principles for facilitating the cooperative learning process. Today, there's research about the importance of leveraging collaboration and social capital in schools (Hargreaves & Fullan, 2012; Hattie, 2015) for improving student success. However, just like I did in my classroom, educational organizations are putting teachers together in common planning time and saying, "collaborate." How well do you think this is working? The collaborative inquiry process is a tool for providing structures, strategies, and group dynamic principles to help teams move from dialogue, to discussion, to decisions. The best part is that voices are heard and ownership is fostered, so that the actions really occur. Let me share with you an example last week, November 8th from Murrell School where the TELL survey data was used with faculty to make recommendations for improving culture and climate. They made some excellent recommendations for supporting student success. Here's what Susan Siegel, Executive Principal of Murrell School, shared about the process: "It was wonderful! I loved the process, and learned great strategies in working with staff. I talked to several teachers and they really appreciated the steps taken, and felt all voices were heard. Many also said they were pleased that we had a plan to ensure changes. All said you did a terrific job and thought the entire PD was exciting and energizing." You can read more about Murrell's work at http://www.mnpscollaboration.org/murrell--culture-and-climate-2016-2017.html. Thanks Murrell for inviting me to be part of the conversation. I look forward to continued collaboration. If you and/or your school is interested in learning more about the collaborative inquiry process for fostering data conversations, please feel free to contact Margie Johnson at margie.johnson@mnps.org. References: Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York City, NY: Teachers College Press. Hattie, J. (2015). What works best in education: The politics of collaborative expertise. Retrieved from https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/hattie/150526_ExpertiseWEB_V1.pdf
Activating and Engaging |
Sitting in quads, a jigsaw strategy was used to process information in an article about vision and mission statements. Vision and Mission Article |
Organizing and Integrating
Draft Vision and Mission Statements
One group dynamic principle I want to spotlight relational load. Relational load is a principle proposed by Robin Dunbar in the 1990's. He was an anthropologist at the University College of London, who studied social interactions. His research supports that "there is a cognitive limit to the number of individuals with whom any one person can maintain stable relationships" (Dunbar, 1993, p. 14).
We also learned about his work during Dr. Laura Lipton's workshop on Facilitating Collaborative Inquiry Groups when she shared with us on Day 2 of the training about relational load (http://www.mnpscollaboration.org/facilitating-collaborative-inquiry-workshop-dr-laura-lipton.html).
To read more about the collaborative learning cycle stages and their handouts used during the meeting, please go to http://www.mnpscollaboration.org/apollo-middle-milestone-meeting.html.
References:
Dunbar, R. (1993). Coevolution of neocortical size, group size, and language in humans. Behavioral and Brain Science, 16(4), 681-735. Retrieved from http://www.uvm.edu/pdodds/files/papers/others/1993/dunbar1993a.pdf
We would greatly appreciate it if you would provide feedback about the support activities and research studies listed below, as well as the general operation of the alliance in the survey. You can access the survey here: https://www.surveymonkey.com/r/MNPS2016.
The survey will close on October 26th so please complete the survey before then.
Below is a listing of activities and research studies that REL Appalachia has worked on with the Metro Nashville Public Schools Data Use Research Alliance on in 2016.
If you and/or your school would like more support with collaborative inquiry, please contact Margie Johnson at margie.johnson@mnps.org.
I am excited to share that over the past 4 weeks collaborative inquiry is being used in several places throughout MNPS. Below are summaries and links to pages with more information, so we can learn more about how schools are using collaborative inquiry to support student success.
If you need support with collaborative inquiry and/or have a spotlight story to share, please feel free to contact Margie Johnson at margie.johnson@mnps.org.
Glencliff Elementary--September 15, 2016
Ms. Julie Hopkins, principal at Glencliff Elem, and her leadership team used the collaborative inquiry process to begin discussing and developing a communication plan for 2016-2017 school year. Learn more about their collaborative work HERE.
Haynes Middle Health/Medical Science Design Center--September 19, 2016
Haynes Middle Magnet Design Center's leadership team used the collaborative inquiry process to review culture and climate data, identify theories of causation, and chart next steps, which included leadership team members using the collaborative inquiry process to allow staff members to make observations of the data to get their feedback prior to identifying theories of causation. Learn more about their collaborative work HERE.
Two Rivers Middle--September 20 & 28, 2016
In September 2016, Two Rivers engaged in the collaborative inquiry process to use i-Ready data for establishing SIP goals for literacy and numeracy for the 2016-2017 school year. Learn more about their collaborative work HERE.
Curriculum and Instruction Meeting--September 30, 2016
During September 30th, Curriculum and Instruction meeting the collaborative inquiry process was used to review middle school literacy plans, make recommendations, and see the Tales of Two Feedback Conversations. It was a model of Dr. Springer's ELP meeting, which was held on September 29th at JFK Middle Prep. Learn more about the collaborative work HERE.
Two Rivers Middle--October 10, 2016
On October 10, 2016, Two Rivers Middle used the collaborative inquiry process to take a data dive into their district benchmark data. Grade level subject area teams made observations of the data, generated theories of causation, and developed next steps for supporting student success during the next 9 weeks. Learn more about their collaborative work HERE.
John Early Middle--September 28 & October 10, 2016
John Early Museum Magnet Middle Prep used the collaborative inquiry process to review culture and climate data, generate multiple theories of causation, and chart next steps. Dr. Margie Johnson facilitated two meetings. The first one was with the administrative team. The second meeting was with the entire faculty. Learn more about their collaborative work HERE.
CTE Cohort--October 11, 2016
A cohort of CTE teachers learned how the MNPS Data Warehouse can help them support student success. The collaborative inquiry process was modeled while teaching them about the most common data warehouse reports. Learn more about their collaborative work HERE.
Hot off the presses!! The Teacher Data Use Survey (TDUS) was released by IES yesterday (http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=2461). I have had access to the survey for the past 3 years because of our partnership with REL Appalachia, but am excited finally to share the TDUS with others. MNPS is mentioned in the user guide as we are the large, urban district that pilot tested the survey. |
Along with the survey, REL Appalachia evaluators created us some other tools that have made the data analysis of the survey easier. They have a page with additional resources, which you can access here: http://relappalachia.org/products/rel-appalachia-reports/teacher-data-use-survey-tools-and-administration-guide/.
REL Appalachia is conducting a webinar series about the TDUS on October 14, 21, 28, November 4, 2016 from 12:00 – 1:00 p.m. CST. I will be joining them on the last webinar on November 4th to share how we used the TDUS Dashboard to facilitate a collaborative inquiry working group team meeting in May. (You can read about that meeting here.) If you are interested in joining the webinars, please register at http://www.relappalachia.org/events/teacher-data-use-survey-webinar-series/. |
Fall 2016 TDUS Administration
If you have any questions or want to learn more, please feel free to reach out to Margie Johnson at margie.johnson@mnps.org.
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.
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.
–MNPS Community of Practice
If you have more feedback or suggestions for improvement, please feel free to email Margie Johnson at margie.johnson@mnps.org 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.
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.
5 Key Findings and Recommendation from the
Preliminary Evaluation Report for the
Collaborative Inquiry Community of Practice
Key Finding and Recommendations #1
Schools are applying collaborative inquiry practices in differing ways based on their school needs and school leadership. |
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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. |
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Key Finding and Recommendation #3
MNPS teachers feel supported in implementing collaborative inquiry, but need more professional learning. |
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Key Finding and Recommendation #4
All schools see value in integrating collaborative inquiry with current initiatives to address key problems of practice. |
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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. |
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If you have any questions/feedback, please feel free to contact Margie Johnson at margie.johnson@mnps.org.
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