Welcome to Cycles of Inquiry!

Empowering Teachers Through Collaborative Inquiry: A Hybrid Approach to Professional Growth

Teaching has always been rewarding and challenging at the same time. It has also been a mix of an art and a science. Data and evidence are words used quite frequently when thinking about rewards, challenges, and the art and science of teaching. 

Too often, leaders and professional development facilitators focus on teacher strategies and not on student impact. Kraft et al (2019) found that professional learning can impact whether teachers use a strategy in the classroom (.49) but those strategies do not have a large impact on student achievement (.18). 

What exacerbates this is that in most schools we have a common language and a common understanding. We use words like data and evidence interchangeably. Concepts like tier one instruction, student engagement, and professional learning communities are also a part of our shared language but not our shared understanding. 

We certainly do that with the words data and evidence. 

Data - refers to raw facts, figures, or information collected from observations, measurements, surveys, tests, or other sources. In an educational setting, data can include test scores, attendance records, survey responses, or classroom observation notes.

Evidence - refers to data that has been analyzed, interpreted, or used to support a claim, conclusion, or decision. Evidence goes beyond the raw numbers to show meaningful patterns, trends, or findings that can inform action.

Michael Nelson and Peter DeWitt have crafted a monthly professional development model designed for teacher teams and leadership teams that focus on cycles of inquiry where they engage in discussions around data and analyze it to develop evidence. This hybrid approach empowers teachers and leaders to focus on student-centered goals, using collaborative inquiry within a supportive and flexible learning environment. 

However, what is also important is that although Michael and Peter were teachers first. Michael has decades of building and district leadership experience, and Peter has been a building leader and workshop facilitator and leadership coach, so they can speak to the need of classroom improvement and how it impacts systems. 

Monthly Focused Inquiry: Prioritizing What Matters Most for Students

Each month, teams focus on a single student-centered priority. This priority could be rooted in enhancing literacy skills, strengthening mathematical reasoning, or another essential outcome-based data. The group can decide whether these cycles of inquiry are short, medium or long. 

These sessions also focus on teacher clarity, success criteria, teacher credibility, and personal growth. The goal is to ground this professional learning in tangible goals that support student success, while also aligning with the broader strategic objectives of their schools and districts.

Using a Collaborative Inquiry Cycle, teachers move through a structured four-stage process that promotes reflection, data-driven insights, and actionable classroom practices:

Setting Priorities and Building Shared Understanding
In the first stage, teams collaborate to select 1-2 student outcomes they aim to improve, such as reading comprehension, problem-solving or student discourse. They establish success criteria and focus on progress and growth through the use of protocols. By focusing on clear, measurable goals, teams develop a shared understanding that drives every action.

Implementing Effective Classroom Strategies Together
Teams then work together to design instructional “learning moves” that address their priority goals, and engage in short cycles, medium cycles or long-cycles of inquiry. This might include targeted small-group instruction, interactive peer-assisted learning activities, or integrating more project-based learning. Resources, schedules, and a Theory of Action are developed collaboratively, grounding the teams' efforts in an actionable plan: “If we integrate more hands-on activities, then student engagement and understanding will improve.” Through this shared implementation phase, teams bring focus and intention to their classroom practices.

Evaluating Evidence of Impact
With their strategies in place, teams analyze a range of classroom data to evaluate the impact on student outcomes. Reflection questions guide them to consider: “What does the data say about our students’ progress?” and “How does this align with our school’s focus on equity and inclusion?” By reviewing data sources like assessment scores, classroom feedback, and observations, teams see firsthand how their strategies influence learning. This evidence-based approach grounds professional development in actual classroom dynamics, allowing teachers to adjust their plans based on real-time student feedback.

Reflecting and Planning Next Steps
Finally, teams engage in a structured reflection process to deepen their learning and refine their practices. Reflective questions prompt them to consider what they learned, how their strategies impacted students, and what adjustments they might make moving forward. This cycle not only fosters continual growth but also allows teachers to streamline their efforts by identifying practices to stop in favor of those with the highest impact.

Creating a Safe and Supportive Learning Community

In each session, Michael and Peter prioritize a psychologically safe space where participants feel comfortable sharing their challenges, celebrating their successes, and supporting one another. Whether the session is in-person or virtual, teachers engage in activities designed to foster community and build trust, creating a non-judgmental environment where they can grow together.