What is teacher inquiry in the Mills Teacher Scholars Group?

Teachers define their own questions

A key principle of the Mills Teacher Scholars’ work is that the teachers define the questions they want to pursue. The participants select something from their own practice about which they want to become smarter. Because the ultimate goal of the project is to improve academic outcomes for students, the one project requirement is that the question has to explicitly connect in some way to student learning.

Teachers take time with other teachers to deeply consider their students’ learning

In the fast-paced context of schools, emphasis is often placed on lesson planning and grading papers rather than on considering what students have learned. Mills Teacher Scholars provides a thinking space for participants to carefully examine student data with their teaching colleagues. Looking at data, such as student work, through the lens of their question allows them to more deeply understand how their teaching decisions impact learning for all of their students.

Teachers question their own assumptions about teaching and learning

The collaborative format of the Mills Teacher Scholars’ work requires the teachers to share their ideas, their data, and their developing conclusions with others. This format provides an opportunity for teachers to examine their beliefs and assumptions about both teaching and learning. Thus, the project provides a rare opportunity for teachers, who are typically isolated in their work, to collaboratively examine their assumptions and to grow professionally.

Teachers share new understandings with a broader audience

Because teachers are often isolated in their work, the knowledge they gain is rarely shared. Mills Teacher Scholars participants develop a professional voice as they share their work with others and are also challenged in their thinking as they receive feedback on their inquiry projects.