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Each community should build their own community agreements & discussion norms

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Good: One-on-one's at Preparing to Share

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Good: One-on-one's at Preparing to Share

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This seemed helpful for teachers to collect their thinking and also clarify next steps

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It seems that any after school expectation is an "extra" and not a part of their practice.

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Spending time to really create a community where teachers can feel vulnerable and like they can share what is really difficult. I felt we showed up and asked them what is difficult without understanding who they were, what the community is facing, and the structure of their school and it led to some setbacks.

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This allowed us to focus in on individual teacher needs.

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I have felt it is two completely different inquiries, we say December is a pause point and I don't feel that. The spring has felt like a new inquiry. I'd rather see us dive into lenses deeper and do one inquiry.

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The fall felt rushed, especially in places that this was their first year. I think educators need more time to understand what inquiry is, why we choose that and then really grasp each piece before moving on.

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Ensure we discuss the 'why' and what success would look like both short and long-term with participants

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Ensure we discuss the 'why' and what success would look like both short and long-term with participants

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Meeting on a Friday afternoon is just rude. For everybody. Monday mornings are also rough.

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One on ones are great, and every time I've had them they are helpful, how can we make them more accessible for teachers?

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One on ones are great, and every time I've had them they are helpful, how can we make them more accessible for teachers?

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Before launch/launch one on ones were great ways to know individuals.

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Before launch/launch one on ones were great ways to know individuals.

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Length sweet spot seems to be that 90-120 minutes with preference for 2 hours.

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The spring felt separate from the fall, but seemed to give participants more information and confidence to lean into conversations and fit within our Initiative goals.

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The fall felt very rushed, particularly with the data collection piece. Programs needed more time to collect and start to analyze data.

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Full days are not successful. Three hours seems the max to create a successful session.

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We talk about the layers, but what about being non-partisan? Multiple perspectives? Reaching students?

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Idea: Build up lenses (more direct PL with takeaways) at start of program, then one long inquiry from mid-fall to end

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Idea: Build up lenses (more direct PL with takeaways) at start of program, then one long inquiry from mid-fall to end

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Start with launch and first 3-ish sessions to identify why inquiry (Ch 1 of Reflective Educator), trauma-informed practices, asset v. deficit, equity stances, alternate framing. Then one deep inquiry from Nov to the end of program; More time to get to know the teacher and the teachers' contexts BEFORE diving into inquiry

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Need to ensure these are consistently happening. Consider what all is going in them and how they are used (or not) for participants.

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Several of the "community builders" were actually just ice breakers that didn't work to deepen the sense of belonging in the community.

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Since these are typically longer sessions and might be the only time we see folks face to face for awhile in some communities. What are the goals we want to accomplish during this time?

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Launching with Inquiry as shared language (and WHY inquiry versus anything else)

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Launching with Inquiry as shared language (and WHY inquiry versus anything else)

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Help clarify what inquiry IS, what inquiry IS NOT, and WHY inquiry versus any other method right at the start

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Taking more time to build a shared understanding of the participants (who they are as humans, educators...; what they do; what they need). Build relationships between facilitators and participants AND help build relationships among participants for later collaboration

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We need to know the community to make the program fit for them and not try to fit them into our master plan. It doesn't work well that way. Understanding their goals, and our goals, being intentional on the why we choose inquiry.

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This might help teachers feel less nervous about data collection & analysis, while also letting them do an immediate deep dive into inquiry. This would help with buy-in, then we can take time to zoom out, look at lenses, then start them on individual inquiries.

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Facilitators on many programs, scheduling so many meetings on an already busy schedule was tough

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Can we do this, and bring in others on zoom, we talked about it but did we really try it?

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How can we combine programs to be more efficient while also providing them a time to collaborate across program? When in the inquiry cycle would this be the most meaningful?

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I feel we named the difficult issues but did not unpack what is difficult and why it is difficult enough

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What does their level of support look like?