Leading with Inquiry & Action Chapter 3
Where do we begin -The what we are teaching‌ -How are we teaching‌ -Are the students getting it?
Curriculum... ● ● ● ● ● ● ●
The community view- Representation State and government view- Common core School board- Compliance and various levels Principals- Not tied to evaluation, overwhelmed, and ineffective Parents- Are more informed about the what and the how Teachers- Stricter regulations, too many standards, not enough freedom Students- Limited choice and fewer options
Step II: Acceptance
● Data speaks for itself ● If, then conversations
& Step III : Theory of Action
● specific & focused ● captures input & output ● solution driven
Step IV: Taking Action & Step V: Evaluation ● Discoveries come from the conversation and the work ● Enactment - Using the work
● Fidelity ● Impact ● Student Outcome
Step VI: Reflection ● Critical Analysis ● Not always easy to look at one’s own work ● Safety needs to be established ● Work doesn’t end... consideration for future action
Chapter 4 What Do We Know? A Case of Data Informing Practice Inquiry Action Cycle Step 1-What is the problem? Step 2-Acceptance Step 3-Theory Of Action Step 4-Taking Action Step 5- Evaluation Step 6- Reflection
What’s The Problem? *What are the problems of practice? *How do you know these are the problems? * Who are the stakeholder groups and what information do you need from them?
Constituents Who needs to be heard and considered? ● ● ● ● ● ● ● ●
Community State and national government School board District and superintendent Principal Parents Teachers Students
Assessment Problems of Practice: ● ● ● ● ●
Too many assessments purpose did not fit the actual use of the data did not provided perceptional data from teachers and students data feedback not timely teachers lacked time and capacity to use the data appropriately
Step 2 - Acceptance -requires understanding of root causes -stating the contextualized outcomes -assuming responsibility for those outcomes *What will your plan of action look like for acceptance?
Step 3 Goal (intended righteous outcome) + Problem of Practice ______________________________ =Theory Of Action (If...then) *What might a theory of action look like in your school? *TOA Emerges from the outcome and the specific problem of practice.
Step 4- Taking Action Discovery-taking action Enactment-putting assessment information to use -how the tool is actualized *what is your plan for taking action?
Step 5- Evaluation -Fidelity -Impact -Student Outcomes *How will you evaluate what you do? *What are your tools for fidelity, impact & outcomes?
Step 6- Reflection -allows group to think and dialogue about what they learned -talk about next steps *what are we doing right (or wrong) to get these results? *what is the impact? *how will you ensure the process is reflected on? *what additional supports do we need?
Chapter 5: What do we do in the classroom? A Case of Changing Instructional Practice
Too much staring at the State Comprehensive Assessment Scores ● “What more can I do? Just tossing more resources to the ELL programs and teachers cannot be the answer, even if I had the resources. I need to know where to target the efforts. But where do I begin?” ● “I know what I need to do - NOT do it alone.”
Step 1: Cycle of Inquiry ● Identify the problem of practice which would require input from a range of stakeholders ● Even though the problem may seem straightforward, examination by various groups leads to other perceptions on the same problem in order to shine light on other issues which are not immediately apparent ● Many of the referrals to Special Education had formally been ELL students
Step 2: Acceptance ● All teachers agree that the problem is “real” ● Many teachers had “given up” - accepted defeat and relinquished responsibility ● Despite the curriculum, teachers “do their own thing” ● Teachers had difficulty teaching reading comprehension and did not know how to differentiate instruction ● Teachers claim they have never learned these instructional strategies
Step 3: Theory of Action â—? Goal (intended righteous outcome) + Problem of Practice = Theory of Action (If... then)
Step 4: Taking Action ● Enacting the IF of the “If...then” statement ● Building teachers’ capacity so they can -and do-modify instruction and implement strategies
Step 5: Evaluation ● Fidelity ● Impact ● Student Outcomes We use what we learn to improve our future practice. ● Ongoing ● Essential to decision making ● Aims to improve the lives and work of children ● Requires analysis and interpretation ● Is continuous
Questions about Evaluation ● PURPOSE (What do we want to know and why? ● CRITERIA (How will we know?) ● AUDIENCE (Who cares?)
Step 6: Reflection â—? Reflection serves to start the cycle over â—? Teachers are making choices so their practice will profoundly engage their students.