1. Inquiry work is, in essence, about how empowered educators work together. It is about teams of teachers and administrators taking responsibility for student outcomes, which can look different in different schools. The goal in all cases is to support and build on each team member's professionalism, and to inspire each team's creative and self-motivated exercise of responsibility for accelerating student learning.
Children First Intensive Inquiry Team Handbook, NYC DOE

2. The inquiry work creates professional learning communities within and across schools, and provides space in the day-to-day workings of a school where teachers and administrators can come together and think about their practice through the specific lens of student learning.
Children First Intensive Inquiry Team Handbook, NYC DOE

3. Essential Meeting Elements
An effective meeting has the following characteristics:
Clear objectives
An atmosphere that welcomes and respects dissenting opinions
The right people in the room or otherwise accessible
An agreed-upon decision making process, if appropriate
An agenda, developed at the start or set ahead of the meeting
Clear accomplishments or outcomes, resulting in a sense that time was well spent
The necessary information available before or during the meeting
Agreement about whether and what records will be kept
A clear timeframe
An opportunity to evaluate the meeting
Agreements about group’s process, including whether and how the interactions will be facilitated
Minutes or records shared after the meeting

4. Process Agreements
A group’s process agreements support effective interaction. Sometimes called Operating Norms, Ground Rules or Working Agreements, they generally include agreements about:
Substance (e.g. issues to be discussed)
Behavior (e.g. participation rules)
Procedures (e.g. what will be reported to those not present)

5. Be sure that all participants are aware of Process Agreements
If appropriate, invite participants to shape them
Review them at the beginning of a meeting or when an individual joins an on-going group
Have them posted or otherwise available

6. Sample Process Agreement
Participate fully
Listen for understanding
Speak for yourself (Use “I” statements)
Share the “air “ time
Ask questions
Take some risks
Support risk-takers
Honor privacy and confidentiality
Take care of yourself
Start and end on time
We use these agreements to establish and maintain a high trust / low fear learning climate

7. Another Example: We Agree To. . .
FEEL responsible to express differing opinions within the meeting.
MAINTAIN confidentiality regarding disagreements expressed during the meeting.
REACH decisions by consensus.
LISTEN respectfully to all ideas.
CONDUCT group business in front of the group.
CONDUCT personal business outside of the meeting.
SILENCE all cell phones during meetings.
AVOID checking for or sending text or messages during meetings.

8. Why Courageous Conversations?
Courageous conversation is a strategy for breaking down racial tensions and raising racism as a topic of discussion that allows those who possess knowledge on particular topics to have the opportunity to share it, and those who do not have the knowledge to learn and grow from the experience. The Four Agreements of Courageous Conversations are. . .

9. STAY ENGAGED
The invitation to participants to discuss race should be explicit and should be given at every meeting.
Some participants may be eager to enter into these conversations, however, as the dialogue becomes more personal and risky, the more difficult it is for participants to stay committed and engaged.
Silence does not mean disengagement. Facilitators should notice these patterns of silence and invite participants to reflect upon, write about and share the thoughts and feelings giving rise to the silence.

10. EXPECT TO EXPERIENCE DISCOMFORT
It is important to inform colleagues that a hallmark of examining race is feeling uncomfortable with what we discover about our own and others’ perspectives.
It is likely that participants will discover places o intense disagreement and experience new levels of cognitive dissonance as they unpack the perspectives they have absorbed over the course of their lifetime.
Encourage participants to abandon old habits such as focusing on factors that are external to the school or solely blaming the students themselves when explaining low achievement rather than examining instructional and school-wide practices.
“It is like a flying trapeze artist, he must eventually let go of the rope he is holding onto in order to reach out and grab the next rope swinging before him. In a moment, he is suspended between two ropes, wondering if he will survive the transition or fall to the nets below.”

11. SPEAK YOUR TRUTH
Encourage participants to be honest about their thoughts, feelings and opinions to begin to transform any misconceptions they harbor.
Use reflective questions to give participants an opportunity to consider the opinions they express such as:
Can you tell me what you mean when you say. . .
Is it possible for you to say more about. . .
Have the thoughts you shared been shaped by others, or is this your own personal perspective?
Why do you think others might want to challenge your perspective?

12. EXPECT AND ACCEPT A LACK OF CLOSURE
As much as participants appreciate definitive answers, conversations about race usually provide no resolution.
Help participants set parameters so that dialogue can be ongoing and beneficial to the individuals as well as the group as a whole.
Provide venues for further dialogue and an accompanying roadmap for any conflict that arises.

13. Dealing with Difficult Dynamics
Acknowledge the speaker, reflecting what is being said
Give as much positive reinforcement as possible. . .
Project caring and respect
Accept and validate the expression of feelings
Acknowledge and affirm clear descriptions or statements
Connect what is being said to other comments – either by expressing similarities or clarifying differences
Say “Yes, and. . .” instead of “No, but. . .”
Interrupt attacks on individuals or their ideas
Be transparent
Describe what you see without evaluation
State what you are trying to do and why
Refer to procedural and behavioral guidelines
Check in about what was previously agreed to
Develop additional or different guidelines if needed
Remind the group of its focus, checking in to be sure it still makes sense. If not, ask the group, “. . .what’s next?”
Suggest that “off topic” content be deferred for another time
Note deferred topics on newsprint or in another way to be sure they are not overlooked
Be sure to return to discuss deferred topics later
Take a break to deal one-on-one

14. Dealing with Difficult Dynamics
1. You are a member of a data team that meets monthly. One highly verbal member dominates every meeting. He is often the first to speak and has an opinion on just about everything. 2. You are facilitating a meeting and have been talking for 15 minutes about issues you see in the data that needs immediate attention. One person starts making a joke; others join in. Before long the meeting begins to feel like a free for all as most people join in the joking.

15. Dealing with Difficult Dynamics
3. You are pleased with the number of staff and community members who are attending a meeting to discuss data. After reviewing the data, it is now time for people to discuss their ideas for instructional next steps. But after one or two comments, the group falls silent. 4. You are meeting with a group of colleagues. Two of them clearly don’t like each other. Whenever one speaks, the other objects and offers an opposing opinion. As this continues, you notice that other people stop talking and look increasingly uncomfortable.

16. Dealing with Difficult Dynamics
5. Most committee members show up 10 to 15 minutes after their meeting is scheduled to begin. Those who are there on time are clearly irritated. 6. After several meetings devoted to a difficult issue, your group is moving toward some decisions. Several members begin to lead the conversation away from data, talking about upcoming field trips, homework assignment, latest middle school dance, etc.

17. Dealing with Difficult Dynamics
7. After looking at a set of data and identifying areas of strength and weakness across a grade level, one team member’s data is clearly lower than the rest of the team. That team member begins to give excuses regarding the dynamics of his class population (home lives, attendance, lack of role models).
8. After a few data meetings, team members notice that most of the grade level is meeting or making good progress towards standards mastery. In each classroom there are 1-2 students that continuously make none or little progress. Team members comment “Oh, its Johnny, Bobby, and Betty again…” The discussion ends there.

18. Dealing with Difficult Dynamics
9. After excellent participation at several learning inquiry team meetings, both the number of people coming and the participation of those present dwindle. 10. During a lively discussion, you notice two people are listening but not participating and seem to become more and more disengaged as the meeting progresses.

19. Dealing with Difficult Dynamics
11. The data reveals a dip in progress for all students, after a few months of good progress. The tone of the meeting becomes depressed. 12. One team member breaks down in tears after reviewing data that reveals little progress, as other team members have more successful data presented.