Over the course of the three-year partnership, the teachers at Roosevelt have conducted individual inquiries about their students’ learning and about how to improve their teaching practice. They have collected student work samples, and interviewed their focal students. Through collaborative conversations, they have helped each other understand how to use the collection of classroom data to understand where and why their students are having difficulties with learning, and how to help them overcome these difficulties. Each year of the partnership, Roosevelt teachers have participated in the Mills Teacher Scholars Roundtable Presentations, the culmination of the year, where teacher scholars from all of our groups come together to share what they have learned.

This year, the Roosevelt faculty and administration will be working with us to pilot the next part of our School-site initiative. The question educators at Roosevelt, and at Mills Teacher Scholars, are asking is: what knowledge, skills, dispositions, tools, and support does a school site need in order to continue this kind of deep and challenging inquiry work as the scaffolding provided by the Mills Teacher Scholars program is gradually removed? We are excited to be working with this dedicated group of educators on this important question, one we believe will have broad implications for allowing this kind of inquiry work to flourish in many more schools across the Bay Area.