In its first year of partnership, the instructional leadership team and administration is using inquiry to facilitate professional learning spaces rooted in public learning.

In its first year of partnership, the instructional leadership team and administration is using inquiry to build self awareness around what it means to be a leader and to support their adult learners to use data to grapple with and understand student learning to build alignment and more equitable grading systems.

In its fifth year of partnership, Montalvin is using collaborative inquiry as a structure to support a site-wide teacher practice goal of using student-level data to inform targeted small-group instruction.

In its second year of partnership, all secondary principals, alongside teachers and district leaders, are deepening their understanding of how to support professional learning communities that engage educators in honest learning conversation in order to disrupt unjust practices and improve student learning experiences.

In its first year of partnership, all elementary principals, in collaboration with teachers and district leaders, are using inquiry to nurture communities of practice that build trust, curiosity, and shared responsibility so that educators authentically explore what is happening in classrooms and adapt to better support all students, particularly the most marginalized.