Why Aren’t They Talking? Armed with the theory, training, and support from Mills Teacher Scholars, my Masters program at Mills, and my school site, I sat in front of my 21 kindergarteners during a Writer’s Workshop mini-lesson on...
— By Dina Moskowitz Teachers are huddled in groups of twos and threes, analyzing student math work and making an effort to see what students do and do not understand about their content.
Each year, we ask our course participants to complete an anonymous survey to measure the impact and power of inquiry in schools and districts. Last year’s results are in and we’re excited to report that collaborative inquiry supports teachers to...
At Mills Teacher Scholars, we know that collaborative inquiry builds teachers’ local knowledge about how best to support their students’ learning. By sharing that knowledge publicly, they develop a collective understanding of where their students are and a vision for where to focus their...
Read on for some helpful answers to commonly asked questions about this unique professional learning opportunity. Have additional questions? Email us at leadbylearning@mills.edu. I’m a teacher. Why should this course matter to me? At every...
— By Eva Marie Oliver I had just handed out grades and comments for my eighth-grade Humanities students’ first “assertion” paragraphs of the school year. After they looked them over, I asked each student to...
Registration for the 2018-19 Coaching Inquiry Network is now open! If you have questions about which of our courses would be the best fit for you, email us at teacherscholars@mills.edu. In 2017-18, Amelia Rosenman of the...
In 2016-17, Resourcing Excellence in Education (REEd) at UC Davis School of Education was contracted by Mills College to conduct an evaluation of the Mills Teacher Scholars Program. During this program evaluation year, the Mills Teacher Scholars Program was working...
