Overview of Collaborative Inquiry 2014-2015
"In effect, collaborative teacher inquiry is rapidly becoming a commonly held stance within professional practice in Ontario as we transform our conceptions of professional learning" (Hannay, Wideman and Seller, 2010).
Collaborative inquiry is a process in which participants come together to examine their own educational practice systematically and carefullt using techniques of research. It may include as few as two educators or a group of several educators interested in addressing a school, department, division, or classroom issue driven by the consideration of student learning needs.
Stage 1 - Problem Framing
During this stage, the team determines a shared vision, develops an inquiry about a particular link between professional practices and student results, and formulates a theory of action.
Stage 2 - Collecting Evidence
In the second stage, collaborative inquiry teams determines what type of data to collect, how to collect the data, and where to collect it.
Stage 3 - Analyzing Evidence
Teams learn how to make meaning of data by identifying patterns and themes and formulating conclusions.
Stage 4 - Celebrating and Sharing
During this final stage, teams come together to celebrate and share their understandings.
2014-2015, the University of Windsor and the Greater Essex County District
School Board partnered once again to support teams of educators as they engaged
in the process of collaborative inquiry.
- 15 proposals were selected from within-school and between-school teams.
received release time to participate.
school-board consultant and/or university researcher joined each team to
provide ongoing support.
met at least 4 times to identify inquiry questions related to their teaching
practice, to collect and analyze evidence, plan for next steps, and report
the Learning Fair, teams presented their inquiries and findings through posters, display boards, photos and video presentations.