In its first year of partnership, the OUSD Network 2 Principal Group is using inquiry to build their vision of their adult learning culture and to support the development of adult learning to serve their student learning priorities
Sustaining — In its fifth year of partnership, MTS is supporting the co-principals and the Instructional Leadership Team to facilitate professional learning spaces that deeply support department inquiry in service of site-wide goals for the year.
Transitioning — In its third year of partnership, teachers are using inquiry to understand the intersection between Social Emotional Learning and academic learning within the writing workshop instructional routines.
Sustaining — In its second year of partnership, teacher leaders are supporting their colleagues to use inquiry to understand how routine literacy practices can support learning that builds to high-quality end of unit projects.
Sustaining — In its fifth year of partnership, Newcomers Group has transitioned into a sustaining model in which the department lead and teacher leaders facilitate the inquiry group with planning support from Mills Teacher Scholars. The Newcomers Group uses inquiry to design experiences that improve Newcomer student learning.
Sustaining — In its fourth year of partnership, the Computer Science Group is developing a shared understanding of cross-grade student computer science success, deepening collaboration to achieve equitable outcomes for all students and foster the professional community within the department.
In its seventh year of partnership, the Social Emotional Learning Group is a supported, structured space for the OUSD SEL Lead Learners to understand and refine their leadership of SEL integration at their school sites. The SEL Lead Learners engage in collaborative inquiry around routine, high-leverage classroom practices and serve as models at their sites of how to intentionally reflect on their effectiveness at integrating SEL into academic learning.
In its second year of partnership, district, site, and agency leaders are using collaborative inquiry to revise their Continuous Quality Improvement (CQI) process so that it authentically supports ongoing, data-based, site-driven program improvement to nurture the whole child across the school day.
In its second year of partnership, district, site, and agency leaders are using collaborative inquiry to revise their Continuous Quality Improvement (CQI) process so that it authentically supports ongoing, data-based, site-driven program improvement to nurture the whole child across the school day.
OUSD Visual and Performing Arts is using teacher-led inquiry to support students in deep learning of music, dance, drama, and graphic arts through engagement with creative expression.
