Inquiry teams: Bridging data informed decision-making and teacher inquiry

In the past eight years, the No Child Left Behind Act of 2001 has led to increased levels of school accountability with a targeted focus on using data as a tool to inform educational decisions and to improve teaching and learning. There is a growing body of research on how data from various assessments can be used to make informed school and classroom-based decisions. The findings presented in the literature illustrate an ongoing struggle between the use of data and its ultimate impact on instructional practices (Wayman, 2005). Specifically, research has highlighted a need to create a culture of collaborative inquiry where teachers have meaningful and purposeful conversations about data that lead to improved teaching and learning (Wayman, 2005; Schmoker, 2004; Copland, 2003). After careful examination of all data available, teachers are expected to test hypotheses and conceptualize a theory of action to help all students learn. Other research suggests that in order to build a community of inquiry, the professional learning of teachers must be grounded in collaboration, reflection and experimentation to affect change in practice (Darling-Hammond & McLaughlin, 1995). In the 2007–2008 school year, the Office of Accountability of the New York City Department of Education mandated the creation and implementation of Inquiry Teams in every NYC public school (K–12). This current study investigates the bridge between data informed decision making and teacher inquiry by implementing a mixed method, cross-case study within the local context of my work environment, which is one of the four Learning Support Organizations (LSOs), affiliated with the New York City DOE. This research was specifically designed to study the impact of the first-year of mandated Inquiry Teams on a purposive sample of schools. The intent was to determine the impact of these teams in developing teachers\u27 abilities in using data to inform instructional practices, supporting a school-wide culture of professional learning and reflective practices, and improving student outcomes for target populations of students. Qualitative analysis will be based on data collected from interviews and observations while quantitative analysis will be performed on teacher survey data and student achievement data