The Transformative Power of Collaborative Inquiry

Jenni Donohoo is the director of Praxis-Engaging Ideas, Inc and a project manager for the Council of Ontario Directors of Education (CODE). Jenni has a PhD in Educational Studies and Supervisory Officer Qualifications. Jenni is a former classroom teacher and currently works with system, school leaders, and teachers around the world to support high quality professional learning. She has authored many peer-reviewed publications and three best-selling books, including Collaborative Inquiry for Educators, The Transformative Power of Collaborative Inquiry (with Moses Velasco), and Collective Efficacy: How Educators’ Beliefs Impact Student Learning. Jenni’s areas of expertise include collective efficacy, metacognition, adolescent literacy, and facilitating collaborative learning structures. Moses Velasco is a Professional Learning Leader with Toronto District School Board. He has held several teacher leadership positions at both the school level and central departments. He is currently completing a Masters of Education degree with the Ontario Institute for Studies in Education (OISE) at the University of Toronto. In addition to his professional and academic work, he sits on the board of directors for the Learning Forward Ontario affiliate. Moses is passionate about the critical role teachers play in improving education by expanding their understanding and exercise of leadership and influence. He also loves karaoke.

"There is a new #1 in Visible Learning – teachers’ collective efficacy. This book gets to the heart of working together to build the confidence that teachers and school leaders can change the learning lives of all learners, that they then do change their learning lives, and that they collaborate in this endeavour. Donohoo and Velasco ensure we focus on the right problems to collaborate about, that the process can be scaled, and that thinking is provoked to maximise impact. A most worthwhile book that shows the why, the how, and the impact of collaborative inquiry."

• AcknowledgmentsAbout the AuthorsList of Figures, Tables, and ResourcesPrefacePart One: Collaborative Inquiry: A Transformative Professional Learning DesignChapter 1. Teacher Driven ImprovementAddressing Adaptive ChallengesA Collaborative Inquiry FrameworkWhat it is and What it is NotWhat do the Experts Say?Moving Collaborative Inquiry from Theory to PracticeChapter 2. Bringing Collaborative Inquiry to ScaleCoburn’s (2003) Redefinition of ScaleConditions Necessary to Bring Collaborative Inquiry to ScalePart Two: Strengthening the Power: Realizing Change in Schools and ClassroomsChapter 3. Determining and Maintaining FocusEstablishing a Needs Based FocusFormulating an Inquiry QuestionDeveloping a Robust Theory of ActionChapter 4. Provoking Thinking to Assess ImpactBuilding Appreciation for and Capacity to Use a Variety of Assessment DataTeacher Learning Through the Collaborative Analysis of Student WorkDetermining Next Best MoveReconciling Discrepancies: Theories of ActionChapter 5. Shaping the Development of a Professional Learning CultureShifting from Professional Development to Professional LearningBuilding Quality Professional RelationshipsImproving CollaborationExpanding the Reach of LearningResourcesReferences