Why Collaborative Inquiry?

One of the challenges with professional development workshops is that generally they are too short to really understand the topic and can’t provide the detail you need for your own situation or setting. Collaborative inquiry is one way to help deepen your understanding about your own practice or the learning of your students in your own setting.

In collaborative inquiry a group of educators study their own practice and share results of their studies to deepen the understanding of every group member. Inquiry into your own practice gives you the chance to improve the teaching and learning process so that students learn better. The collaboration in the process helps you understand what your inquiry is telling you. It also allows you to learn from the inquiries of others so you don’t have to inquire about everything.

The main focus of collaborative inquiry is student learning. What can I do so that a student learns better? To answer questions about student learning, much of the data you collect will be student work or information about student work.

Why do we suggest a collaborative approach?

The main reason is based on the old adage, “Two heads better than one.” Multiple perspectives from different people help make sense of the complex nature of teaching and learning. Additionally, research informs us it is a good characteristic of successful professional development. Two years ago IPSP surveyed paraeducators from around the state to determine their needs for doing their job better. Results of that survey indicated a need for professional development. Collaborative inquiry does that as each paraeducator is examining his or her practice. This professional development also allows for a flexibility of scheduling and can be done with a limited amount of funds, two of the challenges to professional development identified to IPSP.

A needs survey of paraeducators from around the state was completed in 2002. 84% of the respondents indicated a high need for training in teaming with teachers. This module builds upon the beginning knowledge of group process discussed in the “Working as a Team” module. 51% of the respondents (the largest percentage) said their preferred training format was “in-person demonstration.” Scarce resources make such on-site training a challenge. Collaborative inquiry, as described in this module, attempts to address that need by looking at a person’s specific situation. It cannot bring someone in to “show how it is done” every time, but it can provide inputs that would aid a person in effectively developing a solution, and increasing their ability to learn in the future.

What you will know and be able to do at the end of this module

1. Basic knowledge and skills to study your own practice
2. Design a study about teaching and learning
3. Gather data, analyze data, and draw conclusions
4. Use tools of collaboration to benefit your inquiry

CEC Paraeducator Performance Standards

This module has been designed to support paraeducators in meeting the following Council for Exceptional Children (CEC) performance standards for paraeducators:

• Standard 7: Instructional Planning - Skill # 2
  • Prepare and organize materials to support teaching and learning as directed.
• Standard Professional and Ethical Practice - Skill #10
  • Engage in activities to increase one’s own knowledge and skills.
• Standard 9: Professional and Ethical Practice - Skill #11
  • Engage in self-assessment.
• Standard 9: Professional and Ethical Practice - Skill #12
  • Accept and use constructive feedback.
• Standard 10: Collaboration - Skill # 1
  • Assist in collecting and providing objective, accurate information to professionals.
• Standard 10: Collaboration - Skill #4
  • Participate as directed in conferences as members of the educational team.

Collaborative Inquiry as Professional Development

Collaborative inquiry is designed around the best practices of professional development. It is meant to be an on-going activity, taking place over several sessions over a semester or a year. Each person is studying his/her own inquiry, so it is classroom-based, but at the same time the support of the group gives its’ collaborative nature. Since people are exposing their practice and thoughts to others it is important to allow time for trust and comfort to be built.

• Staff development should be on-going and regular.
• Topics should highlight new ideas and tested techniques.
• People should be actively involved in the learning.
• Experts and peers should be working collaboratively.
• Staff should determine their needs (though not without input).

 

 

IPSP Module Series

Collaborative Inquiry as Professional Development
... Answering your own questions in your setting