Inquiry teams & moving systems & difficult conversations, oh my! by Caroline Ahn-Park

cpark10_4 — 2025-04-01 03:39:09 UTC

Finally, when we think about why we each tell our own stories about the world, there is no getting around the fact that our conclusions are partisan, that they often reflect our self-interest (36).

naixinchang65 — 2025-04-02 21:33:07 UTC

"The And Stance gives you a place from which to assert the full strength of your views and feelings without having to diminish the views and feelings of someone else." (40)

saraschleissmann15 — 2025-04-02 21:34:43 UTC

The strategic inquiry stance is that everyone has the ability and the responsibility to lead change - and that you work with whatever you've got to do so (78).

2025-04-02 21:35:09 UTC

"The strategic inquiry stance is that everyone has the ability and the responsibility to lead change -- and that you work with whatever you've got to do so." (77)

2025-04-02 21:35:52 UTC

From Strategic Inquiry, Chapter 4: "Conceptualizing teacher effectiveness in terms of following a curriculum or using particular teaching strategies provides no check on what constitutes improvement. Teachers might seem to be improving without any evidence that what they are doing actually works for struggling students" (p.71).

2025-04-02 21:35:55 UTC

"Difficult conversations are almost never about getting the facts right. They are about conflicting perceptions, interpretations, and values... They are not about what is true, they are about what is important." (10)

2025-04-02 21:37:15 UTC

"The error we make in the realm of intentions is simple but profound: we assume we know the intentions of others when we don't." (p. 11)

2025-04-02 21:37:22 UTC

"We claim it is not how long a team works on a problem that determines if they see a cause-effect connection, but whether they persist until it is solved," (554).

2025-04-02 21:39:03 UTC

The identity conversation is about what am I saying to myself about me.

2025-04-02 21:40:36 UTC

The awareness [the teachers] gained from analyzing practices was huge--and often devastating to team members...We're having kids write, but we're not actually teaching writing. And that's why they can't do it!" (p.73)

2025-04-02 21:41:11 UTC

"We believe the shift in attributions was mediated by continuous, recursive, and collective work on academic student problems until teachers had solved them".

2025-04-02 21:45:21 UTC

“I planned and taught the lesson, but they didn’t get it.” Teachers shift from this stance by working on learning problems long enough to solve them and discover causal connections between their instruction and student outcomes.”

2025-04-02 21:47:48 UTC

"Teams are more effective with peers leading rather than administrators or content experts in the facilitator role for several reasons." (548)

2025-04-02 21:51:41 UTC