Читать книгу The Data Coach's Guide to Improving Learning for All Students - Katherine E. Stiles - Страница 32

Schools know that they have to improve. But they often do not know how to improve. Collaborative inquiry is the how. It is a systematic improvement process where teachers work in Data Teams to construct their understanding of student-learning problems and generate and test out solutions through rigorous and frequent use of data and reflective dialogue. When engaged in collaborative inquiry, Data Teams investigate the current status of student learning and instructional practice and search for successes to celebrate and amplify. Their ongoing investigation into how to continuously improve student learning is guided by these simple questions:

 How are we doing?

 What are we doing well? How can we amplify our successes?

 Who isn’t learning? Who aren’t we serving? What aren’t they learning?

 What in our practice could be causing that? How can we be sure?

 What can we do to improve?

 How do we know if it worked?

 What do we do if the students don’t learn?

Collaborative inquiry is the relentless pursuit of excellence and equity subjected to the rigor of evidence and results. Although it is a process, not a destination, collaborative inquiry does not roam aimlessly. Data Teams turn problems into quantifiable goals to be achieved and move purposely toward them, one at a time, sometimes in small steps, sometimes with big leaps. Schools in which staff master this process know how to get better and better. As collaborative inquiry grows, schools shift away from traditional data practices and toward those that build a high-performing Using Data Culture. These shifts are summarized in Table 1.1 and illustrated in Figure 1.5.

Table 1.1