1 of 12

Wednesday, July 22, 2020

Day 3 - Welcome!

Please mute yourself. Also, in the top right hand corner of your video display, click the three small dots, then click rename and add your pronouns there.

2 of 12

Agenda: Wednesday, July 22

9:00 - 9:10 Welcome; Review of Agenda and Day 2 Reflections

9:10 - 9:40 Writing Into the Day: Practitioner Inquiry Moves

9:40 - 10:10 Reflect on Inquiry Moves in Breakout Groups

10:10 - 10:20 Break

10:20 - 11:00 Noticing Collaborative Practitioner Inquiry Moves

11:00 - 11:30 Making Plans for Our Own Inquiries

11:30 - 12:15 Reaction Sheets and Journal Groups

Prepare Readings for Tomorrow; TPS Network Posts

1:00 - 2:00 Dr. Browne: Life Histories and Children’s Books

2:00 - 3:00 Library of Congress Webinar: Multiple Perspectives

3 of 12

Links for Today

9:00 Parking Lot, SIGs, and Shared Resources Document

Day 2 Reaction Sheets

Advanced Institute Website

9:10 Noticing Practitioner Inquiry Moves

10:20 Collaborative Inquiries: Text 1 / Text 2 / Text 3 / Text 4

11:00 Making Plans for Our Own Inquiries

11:30 Reaction Sheet

4 of 12

In Breakout Groups...

Discuss what you noticed about the texts. Focus on the moves the authors were making.

Discuss your slides but also look at slides created by others and note things that stand out.
Talk in terms of:

“This resonates with me…”
“I want to know more about…”

Trey

Erica

Maddie

Alondra

Tricia

Beth

Jen

Sara

Reed

Rolyn

Ismael

June

Dina

Lisa

5 of 12

Break

1969

6 of 12

Collaborative Practitioner Inquiry Noticings

I’m noticing the interview that Geoff did of Christina as a potential structure to use in making inquiries public and collaborative
I’m also wondering how interviews with a colleague with whom I work can allow us to get to know each other better–and help us work better together as we have to stop, slow down, and listen
Watanabe points out links between collaboration, inquiry and reform. That is worth thinking more about.
I’m thinking this kind of collaboration uncovers some things about other teachers that we didn’t know - and may support collaboration in the future.
Similarly, I was interested in the idea that inquiries form when talking about out teaching experiences with other colleagues. It’s interesting to think about how sometimes the things that seems the harder to understand seem to become more clear and provide a question to explore when they’re discussed with people with similar questions.
I’m noticing that Christina is knowledgeable about and able to speak about the political context of her school: “The school had just been at the heart of a community organizing struggle to get the school designated ‘bilingual.’”
I really liked the idea of two teachers interviewing each other

From the chat...

7 of 12

Collaborative Practitioner Inquiry Noticings

I notice that Christina changed the way she perceived of and interacted with a student after hearing her colleagues’ thoughts on his classwork. I wonder how many teacher-student relationships could be improved with an opportunity to pause, converse, reflect, and reset.
I’ve been thinking a lot lately about how we silo stakeholder groups like teacher | student | parent | community members, but we know there are many intersections of these identities that get erased. (It’s a big consideration with the issues re: reopening with what’s best for teachers vs. parents but we know obviously many teachers are parents of kids *in philly schools*)
I’m also thinking about the *not so generative* PLC meetings I used to have where we focused on *test score data*…not other potential kinds of data
There has to be space and encouragement for teacher-leadership, whether it’s official in the paycheck or not
Talking about staff and building size—we are a tiny school so it’s easy to interact with lots of staff
I’m wondering if there are ways we can see some work with administrators; her principal could be important for that. Maybe principals and some teachers. Years ago PhilWP did an inquiry group with principals. Maybe it’s time to figure out a way to do this again. IN order to be this kind of teacher - who does inquiry - the context is important.

From the chat...