Actionable Inquiry
With Actionable Inquiry there is a clear commitment to produce knowledge that shapes and guides practice, improves performance, and both contributes to and sustains accountability. Schools, networks of schools, and school districts looking: (a) to review their strengths and challenges, or (b) to evaluate how best they might move ahead in the next phase of their work, can draw upon either of the approaches to actionable inquiry in which CEBE specializes:
Independent Actionable Inquiry
Collaborative Actionable Inquiry
1. Independent Actionable Inquiry
With this approach a team of CEBE associates spends several days on-site, exploring where a school, network of schools, or school district is in their work, and advising on the next stage in their development. The visiting team either works to a framework of the school’s, network of schools’ or district’s choosing or uses CEBE’sFramework for Accountable Inquiry—one built on the evidence of inquiry, research, and analysis. The visit leads to a written report that can be supplemented with further advice, and/or support.
2. Collaborative Actionable Inquiry
In this instance, a smaller CEBE team works with a team brought together by a school, network of schools, or school district, to collaboratively prepare for, and explore, the work of the school, network, or district. The joint team either works to a framework of the school’s, network of schools’ or school district’s choosing or uses CEBE’sFramework for Actionable Inquiry—one built on the evidence of inquiry, research, and analysis. The visit leads to a written report that can be supplemented with further advice, and/or support.
CEBE’s own Framework for Actionable Inquiry has three interrelated dimensions:
Learning
Culture
Leadership
In exploring the Learning dimension, CEBE gives close attention to: (i) curriculum content—what is to be learned, how is it best learned, how can we ensure it is learned that way—& learning expectations—what are they, how, and how successfully are they communicated; (ii) the quality of student learning, teaching, and assessment—is the quality high, are the students making good progress and achieving high standards; (iii) professional learning and innovation networking—are the staff up-to-date in their learning, and are their students benefitting from the networks of which they/the school/network/district is part?
In the Culture dimension CEBE focuses on: (i) purpose and relationships—whether or not the staff and students have a clear sense of purpose, and the degree to which the hallmark of their relationships is mutual trust; (ii) uses of evidence (data),verification and evaluation of work—how does the school/ network/district verify it is doing what it has set out to do, and how, and when, does it evaluate its overall performance; (iii) community engagement—how, and how successfully, the school/network/ district works with parents, and other key stakeholders.
When exploring Leadership, CEBE examines: (i) goals and values—what are they, how appropriate are they, and are they being achieved; (ii) systems, structures, and strategies—how successful is the leadership of the school/network/district in establishing systems, structures, and strategies that support the work, and does the management of the work add value to learning; (iii) organization and use of resources—how effectively are the human, operational, and fiscal resources organized and utilized in advancing the school’s, network’s, district’s work?
In engaging in Actionable Inquiry, CEBE uses a variety of strategies and tools. These include:
Observation
Shadowing
Exploring Student Work
Photo Inquiry
School/Network/District Performance Analysis
Focus Groups/Conversations with Stakeholders
Assisting schools, networks, and districts, in knowing what to do, and knowing how to do it—to ensure that all students learn at high standards—are the twin foci of CEBE’s work in Actionable Inquiry.
For further information on Actionable Inquiry, please contact us
