How do we carry out professional inquiry?
How do you professionally inquire? Which model do you use?
This page provides you with models to carry out whole school professionalinquiry to support your IB evaluation.
How do you inquire? Professional inquiry is at the heart of the new 2020 IB evaluation schedule. In addition to their self-study each school needs to identify an area of programme development and to submit at least one programme development plan. The evaluation visit is based on an inquiry model where IBEN site visitors will work collaboratively with the school in the further development of the programme(s). This page introduces you to the IB approach to professional inquiry and suggests models of inquiry you may like to consider.
How do you frame (developmental) questions? At the heart of professional inquiry is the designing and curating of questions that will help the school to develop its programmes. It is helpful for schools as well as IBEN evaluation visitors to reflect on how questions are framed that help to develop the programme. How do you ask questions that help the school to think in a strategic way?
This page arises out of conversations amongst the first cohort of experienced IBEN visitors which I and Lisa Nicholson trained in the new evaluation schedule in November-December 2020.
The IB does not specify any specific model of inquiry, but it does describe some of the characteristics of professional inquiry
Characteristics of professional inquiry. A school’s culture and context may determine that some models of professional inquiry are more appropriate than others.
.jpg)
The IB does not specify any specific model of inquiry, but it does describe some of the characteristics of professional inquiry
- Invitational – they bring their own perspectives and insights.
- Criticality – they critically challenge the existing knowledge base, skill sets and strategies.
- Multiple perspectives – they consider issues from more than one perspective
- Strength-based – they adopt an appreciative inquiry paradigm, to consider own and others’ professional contexts from point of view of what is going well.
- Problem-solving - they identify and analyze problems and find appropriate responses.
- Systematic - activities are defined as a series of broad questions or issues.
- Authentic and contextualized – using relevant case studies.
- Collaborative and co-constructing – they co-construct knowledge and understanding collaboratively with others.
- Research engaged and evidence-based – they engage in and with research.
- Action-oriented – applying knowledge and understanding to own contexts
Leading Through Inquiry: The case for a Professional Inquiry approach to leadership development, IB, January 2018
Inquiry often involves formulating and framing questions. You may find the following resources helpful.
Essential questions – as doorways to understanding, Grant Wiggins and Jay McTighe
Framework for thinking through quality questioning, Jackie Acree Walsh, Beth Dankert Sattes. Although focused on framing questions for students this framework has helpful suggestions: adopt a curious disposition – in a spirit of ‘being curious together’; frame contextually sensitive questions to strengthen thinking (use of scaffolding); think formatively - appreciative comments to motivate towards the response-ability. This framework: (a) marks a shift from teacher/evaluator control of student/school learning to a collaborative partnership where you create a culture for thinking and reflection; (b) celebrates asking the right questions more than looking for the right answer straight away; (c) fosters a culture where individuals in different roles should use their strength as an expert in their role – whether it be a Coordinator, student, parent, janitor, Evaluation Leader, etc to add to a rich thinking culture celebrating perspectives.
ORID: O’ stands for objective – the facts that the group knows | ‘R’ stands for reflective – how people felt about the topic being evaluated. What they liked and disliked | ‘I’ stands for interpretive – What were the issues or challenges | ‘D’ stands for decisional – What is our decision or response.
Motivational interviewing, Miller and Rollnick: a counselling technique that looks at the spirit of interviewing (collaboration | evocation | autonomy) and principles of interviewing (expressing empathy | developing discrepancy | rolling with resistance | supporting self-efficacy). The spirit of motivational interviewing | Techniques of motivational interviewing
5 questions framework: vision | choices | balance | challenges | growth
Iterative cycles of inquiry, from New Zealand, uses the following steps (1) defining the problem, (2) planning, (3) enacting strategies, (4) monitoring, (5) adjusting, then back to defining a problem.
Single, double and triple loop thinking / inquiry. Click HERE for PDF.
Five Key Questions for Strategy or ‘5KQ’ framework
The fact-finder - encourages asking open-ended questions
How to ask a great question
Discipline #1: No intro | 5 words | shut up
Discipline #2: No fake questions | stop mining – i.e. chasing down to get answer you want | use the phrase ‘out of curiosity’ to start the questions
Discipline #3: Stop the noise – allow space and silence | hold the silence in a friendly way | smile – create a warm comfortable space for them to come up with a great answer
Discipline #4: Actively listen | stop thinking about next question to ask them – listen to what they say
Discipline #5: Don’t stop at one answer | use ‘and what else?’ | ‘is there anything else?’|
You may also find it helpful to explore different models of reflection as part of your professional inquiry. You can find it on this page: Reflection
In Questions and Questioning Frameworks, Kay Oddone distinguishes between the following different types of questions
· Generative questioning frameworks – to stimulate students’ capacity to question
· Essential questions/big questions – to frame the inquiry
· Generic questioning frameworks – to inform the learning process
· Process questions – to keep the process moving
· Disciplinary questions – to direct contextual learning and….
· Critical questions – to evaluate what is discovered.
The Science Behind Powerful Questioning: A Systemic Questioning Framework for Coach Educators and Practitioners Laura L. Hauser
Right Question Institute: Question formulation technique
Better Evaluation: a resource focused on evaluation practices