Post #1
As there are many supportive collaborative networks available, this has become quite a difficult decision for me. In fact, I found myself reaching out to more than one professional community to engage in discussion based on collaborative inquiry. As stated by Kaser and Halbert, “research shows that big changes begin to take hold when they are supported by a rich web of networks and partnerships” (Kaser & Halbert, 2017, 17).
The main professional community that I was able to network with is the Critical Thinking Consortium (TC2). This community focuses on four aims: resource development, professional learning, research and innovation and community building. I have chosen this community, because I have seen the value of the resources and the collaboration that follows. I have connected with other networks, and I may include my interactions in the second section of this assignment. The resources provided by this community further professional learning and encourage student engagement. As a major component of TC2 is based on resources and professional learning, I see a major connection to CI. Butler and Schnellert state, “when teachers have opportunities to collaboratively solve problems and have access to rich resources, they are more likely to take risks, sustain attempts to make change, and develop, adapt, and/or apply approaches designed to support students in their classrooms” (Butler & Schnellert, 2012, 1208). As each of the four areas of focus of TC2 are directly related to collaborative inquiry, I thought it was crucial to connect with their forum in some manner. Kaser and Halbert mention, “an inquiry network is an incubator for innovative ideas and a supportive place to learn. It is also fertile ground for growing new leaders” (Kaser & Halbert, 2017, 17). The Critical Thinking Consortium approach is quite unique but primarily concentrates on enhancing core competencies (i.e., critical thinking, creative thinking and collaborative inquiry) of learners. According to the TC2 website, “Our aim is to create classrooms dedicated to thinking where students learn to think and think to learn [together]” (Home - The Critical Thinking Consortium, 2020). However, TC2 was not always focused on creative thinking and collaborative inquiry. It is mentioned, “no one will get very far as a good critical thinker without engaging with the ideas of others” (Home - The Critical Thinking Consortium, 2020).
As this professional community has developed over the years, it has utilized supporting research and data of CI to further the use in schools. Katz and Dack say, “paying attention to data holds potential to yield new professional learning because it interrupts the status quo” (Katz & Dack, 2013, 36). As this community began solely as a website and a portal to review and purchase resources, it now has a forum, a twitter feed and other additional methods of engagement. This will be my primary form of communication and engagement with the consortium. Initially, one of my “notices” of this community was the added emphasis of podcasts based on CI and the valuable feedback from peers throughout the “twitter-verse”. This intrigued me and I see that we must be mindful that our network of inquiry is not solely teachers, principals and district leaders. It also holds my focus on the core ideas and benefits of CI. Donohoo and Katz assert, “collaborative teacher inquiry provides a structure for meaningful collaboration, increases teachers’ knowledge about their collective work, and contributes to the cohesion of a team of educators, all of which enable collective teacher efficacy to flourish” (Donohoo & Dack, 2017, 23).
References:
Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development.
Teaching and Teacher Education, 28(8), 1206–1220. https://doi.org/10.1016/j.tate.2012.07.009
Donohoo J., & Katz, S. (2017). When Teachers Believe, Students Achieve: Collaborative Inquiry
Builds Teacher Efficacy for Better Student Outcomes. The Learning Professional. Published.
Kaser L., & Halbert, J. (2017). The Spirals Playbook: Leading with an inquiring mindset in
school systems and schools. C21 Canada – Canadians for 21st Century Learning and Innovation.
As engagement with a professional community can have many benefits, I found myself reaching out to a variety of communities to get as much communication as possible. Kaser and Halbert mention, “teamwork is essential, and so is building a wider network of inquiry-minded people to deepen and spread the learning” (Kaser & Halbert, 2017, 16). As previously mention, I utilized the Critical Thinking Consortium as my primary network. The method of communication here was based on Twitter, but they have additional options as well. You will see that my Twitter “handle” is PME Queen’s University Graduate Student. However, as receiving replies to prompts and queries is not always swift, I connected with others. According to Kaser and Halbert, “Educators who have opportunities to develop an inquiring mindset in an [collaborative] learning network build skills and relationships that equip them to lead positive transformations in the years to come” (Kaser & Halbert, 2017, 16). My second was The Learning Exchange. This portal had forums and teams that one could join to further professional learning. In fact, one of the teams that I joined was specific to collaborative inquiry. Please see screenshot of my initial post. The purpose of joining more than one network is the fruitful benefits of processional learning and support throughout further cycles of inquiry. As stated in Capacity Building Series, “When educators work together to inquire about their students’ learning and engagement, they embrace this complexity as an opportunity for further understanding rather than something to simplify” (Collaborative Teacher Inquiry, n.d., 8). And finally, after connecting with district colleagues, I was placed in touch with a team of researchers who work in Ontario. Their focus is to hold interviews based on the recent blended learning experiences of teachers and the relationship to CI. I have also included my communication with a variety of screen shots. One key learning experience here is that communication with our networks must be sustained. As much of my communication is still ongoing, it makes me think of the cycle of inquiry and how it must be maintained to further learning. Butler and Schnellert state, “research suggest[s] ways in which structures associated with networks or communities of inquiry, including opportunities for collaboration, have the potential to foster sustained and meaningful shifts in practice” (Butler & Schnellert, 2012, 1213). Any additional communication that is not initially posted will be updated shortly.
Critical Thinking Consortium Posts:
The Learning Exchange Post:
Research Team Communication and Interview Forms:
References:
Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development.
Teaching and Teacher Education, 28(8), 1206–1220. https://doi.org/10.1016/j.tate.2012.07.009
Collaborative Teacher Inquiry: New Directions in Professional Practice. Secretariat. #6
Kaser L., & Halbert, J. (2017). The Spirals Playbook: Leading with an inquiring mindset in
school systems and schools. C21 Canada – Canadians for 21st Century Learning and Innovation.