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…..
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
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