SCTI Conference Framing Remarks

Effective teacher professional development (PDF)
Hilda Borko, University of Stanford

Breakout Sessions 1 and 2

Key question for breakout 1:
What is collaborative teacher inquiry?
Share perspectives on what constitutes CTI

Key buestion for breakout 2:
Given our theoretical representations and how these mediate our work, what do we know about CTI?
Share perspectives on what we now know about CTI

Discussion notes from breakout sessions 1 and 2

Table 1: Hilda Borko, Greta Bornemann, Keith Johnson, Tamara Nelson, Susan Printy
Table 1 Discussion (PDF)

Table 2: Maryl Gearhart, Lisa Clement Lamb, Aki Murata, Cindy Passmore, David Slavit, Sherrelle Wanderscheid
Table 2 Discussion (PDF)

Table 3: Anne Kennedy, Michele Mason, Amy Roth McDuffie, Gail Richmond, Joan Talbert, Charlotte Waters
Table 3 Discussion (PDF)

Table 4: Ted Britton, Angie Deuel, Pinky Nelson, Ray Nelson, Randy Philipp, Nancy Sanders
Table 4 Discussion (PDF)

BREAKOUT SESSION 3: MULTIPLE FOCI

Table 1: Hilda Borko, Keith Johnson, Lisa Clement Lamb, Susan Printy, Joan Talbert

Key question for table 1:
What supports are necessary to create productive/effective CTI groups? What does a facilitator or other leader need to know to make CTI groups more productive/effective?
Table 1 Discussion Notes Forthcoming

Table 2: Maryl Gearhart, Michele Mason, Ray Nelson, Sherrelle Wanderscheid, Charlotte Waters

Key question for table 2:
What are teachers? perceptions of the essence, role and purpose of data/evidence in CTI? What should count as evidence/data in CTI? What are teachers? dispositions toward the composition, role, and purpose of data in CTI?
Table 2 Discussion (PDF)

Table 3: Greta Bornemann, Ted Britton, Anne Kennedy, Pinky Nelson, Randy Phillip, Nancy Sanders

Key question for table 3:
How do we translate our empirical evidence to usable, useful information to classroom teachers? PD providers? Policy makers? What is the message?
Table 3 Discussion (PDF)

Table 4: Amy Roth McDuffie, Aki Murata, Tamara Holmlund Nelson, Cindy Passmore, Gail Richmond

Key question for table 4:
What needs to be considered in terms of the linkages in the chain of evidence: PD that can be defined as CTI impacting teacher learning impacting classroom practice impacting student learning? How do we measure these relationships? Where do (somewhat) less tangible issues such as impacts on teacher/school/district culture, inquiry stance, etc. fit into this chain? Which, and to what degree, do contextual issues (group composition, presence of external facilitator, content focus) need to be considered? Do core CTI practices exist? If so, what do they look like? What would any of the above like for teachers? Administrators? Policy makers? Researchers?
Table 4 Discussion (PDF)