Often teachers develop and implement curriculum and instructional strategies with the assistance of peer coaches, collect and reflect on evidence of outcomes, and refine their practice in
iterative cycles of inquiry.
Not exact matches
Whether it's a simple arrangement between colleagues to observe each other in action, or a more formal approach like teacher rounds (an
iterative,
inquiry - based
cycle of observations between larger teacher teams), schools are turning teachers into lieutenants
of their own learning.
Furthermore, DeLuca et al argue the data suggests that teachers are not participating in the
iterative aspect
of collaborative
inquiry, be it the ongoing development
of the focus or
inquiry, or undertaking success
cycles of inquiry.