Reflections on “Spirals of Inquiry”

My first professional summer read is “Spirals of Inquiry: for Equity and Quality” by Linda Kaser and Judy Halbert.  Published by the BCPVPA, this book has been distributed widely in Surrey schools and I am hoping to take the framework and concepts presented into my work starting in a new school this fall.  

My first reflections are on the first four chapters of the book.  These sections provide a foundation for practices that have been proven through experience and research to have a positive effect on student learning, including engagement,motivation, achievement and success.

One of the basic tenets of the book is that teaching and learning must weave three “ways”:

1.   Wise ways, based on Canadian Aboriginal worldview and learning principles

2.   Strong ways, based on research including John Hattie’s Visible Learning meta-analysis, formative assessment and feedback, reciprocal teaching and social-emotional learning

3.   New ways, which includes innovative practices, structures and settings that account for local context, student needs, resources and challenges.

This approach resonates with me.  There are many practices and approaches that educators have seen come and go with the swing of the pendulum.  Each individual teacher chooses those that make sense to them for their own personal reasons.  And just as many are ignored or quickly discarded as fads.  By acknowledging the value of practices from the past, present and future, we can take the best of each to develop a learning environment that mets the unique needs of each student and community. 

The authors of the book are very forthright in their belief that knowledge of effective or innovative practices is not enough – and that action is a professional responsibility of all educators.  As a teacher I was usually open and eager to integrate new and effective practices into my teaching, but as a principal I do not always know where, when or how to start those conversations with teachers who seem reluctant to adapt their classroom practices to better meet student needs.  In reading this book I felt a new moral imperative to make learning for both students, staff and myself an intentional priority.

So where will we start?  I am working on that.  A few thoughts so far are:

– staff meetings that focus on learning rather than organizational details

– an “inquiry team” of interested parties that will take on our first attempt at the spiral process ( more on that to come)

– talking about our big questions and encouraging curiosity about what is going on for our students, why that might be, and developing hunches about what might make a difference.