Redefining our Roles as Teachers, Learners, and Leaders through Continuous Cycles of Practitioner Inquiry

Abstract

ABSTRACTPractitioner inquiry is an alternative form of professional learning that can result in significant changes in teacher practice and student learning. We share our evolution as teacher learners within our classrooms and teacher leaders within our school as we progressed through 10 years of continuous cycles of practitioner inquiry. Beginning as novice inquirers examining classroom-specific problems of practice and evolving into experienced facilitators of practitioner inquiry, we have expanded our roles as teacher leaders among our colleagues as we collaboratively lead a secondary change initiative in equitable assessment practices, a direct result of continuously making our learning through engagement in practitioner inquiry public.