The cycle of inquiry begins by turning a teacher concern, dilemma, or frustration into a teacher question to investigate and is the key for job-embedded professional development. As mentors, you should understand how a teacher’s individual development phase can provide helpful insight in identifying an area for growth and sharing that area in a constructive way. In this discussion, you will explore how you can influence teachers to wonder, question, and share ideas for their own growth. Prior to participating in the discussion please read Chapter 5, focusing on Table 5.4 – Beginning Mini-Cycle of Inquiry, as well as the scenario below:
Recently, a preschool teacher was assessed using the CLASS tool (Effective child-teacher interactions) which measures child-teacher interactions on several levels. The purpose of this tool is to improve teaching and student outcomes. The teacher requested time to meet with the CLASS coach because her classroom received a low score in the dimension called “Positive Climate.”
Keep in mind the information on positive and negative climate below.
Classrooms have a high positive climate when teachers and students
Classrooms have a high negative climate when teachers and students
More information on positive and negative climate is available in the following blog post: How Positive & Negative Climate Among Teachers Affect Children