My Collaborative Inquiry Journey to Date Explained Through Drake

drake-and-me

Today, my colleagues and I focused on the how-to’s of facilitating collaborative inquiry (CI) with an equity focus. In terms of my understanding of CI, I definitely felt that I started from the bottom of the group – I knew I should’ve read more this summer sixteen – but I still felt comfortable enough to share my views and contributed to the group learning. It was a tough day, not gonna lie. It wasn’t the best I ever had because I felt that I wasn’t totally getting some of the nitty-gritty details being presented about CI. Nonetheless, the over-arching message I got from today was that to effectively take care of a student learning need, the challenge of practice and problem statement need to be laser-focused, and that comes with effective questioning, data interpretation, and facilitation.

Even with great facilitation, I anticipate that school improvement through collaborative inquiry will be a hard sell in schools that think they’re too good for a coach and have little room for improvement. I get it – no one wants to do more work (work work work work) than they have to. However, rich data sets can unearth underlying student issues that can give teachers pause and say “hold, on, we’re going home to inquire about this further.” For instance, using student census data, I learned today that East Asian students are generally higher achievers in the TDSB, but report higher rates of stress and anxiety and lower rates of physical activity. Therefore, if an academically successful school with a large East Asian population needs a focus for improvement, perhaps a well-being focus would be appropriate (if the local data supports that as well).

Finally, I don’t anticipate that I’ll be the most popular guy when I come in to schools to support improvement, and I’m coming to terms with that. A principal shared today that no one really wants to get feedback, but we should all work on receiving it. In reality, all I want is to help improve student learning. Lord knows that I won’t make international headlines for saving, say, Mr. Marvins Room of students with the worst behaviour he’s ever seen. It’ll be my job to show him no student is so far gone that they can’t controlla themselves with a little bit of support with self-regulation. Hopefully, he’d at least thank me later.

Ok. I’m done.

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