In our fourth blog of our “Inside The Fellowship” series, Fellows begin to see how power, discourse, and participation shape student learning and become more curious about the deeper forces at play in their classrooms. Fellows dig into the question, “What does it mean to teach equitably?“, by examining the relationship between classroom norms, student status, and learning. Through structured inquiry groups and data analysis, they begin to generate local knowledge about how to create classrooms where all students can thrive.

A central component of the Teaching Fellowship program is sustained engagement in Inquiry, a collaborative practice where Fellows analyze classroom data in small groups to inform their teaching practices. In the third year of the Fellowship, Fellows explore the Inquiry Question: In what ways am I developing equitable teaching practices? Each Fellow chooses to focus on either student status or classroom norms as the lens for their investigation.

• Student status refers to how students are perceived by their peers and teachers based on their perceived academic, social, and societal desirability and how these perceptions influence participation and learning.
• Classroom norms refer to the explicitly and implicitly established ways of participating and interacting within the classroom, especially during group work.

In small inquiry groups, Fellows use structured protocols to guide their conversations and deepen their understanding of equitable teaching practices by analyzing data from each other’s classrooms.

We specifically engage Fellows in inquiry to develop teaching practices that are informed by evidence from their classroom. By leveraging data, Fellows are able to uncover new information about their classroom to work toward an inclusive learning environment for their students. The intentionality of inquiry moves the Fellow away from relying on “in the moment” decisions in favor of informed choices about the best ways to meet the needs of their learners. Based on the focus of their group, student status, or classroom norms, Fellows refine their questions to drive their Inquiry work across the year.

To capture how inquiry work supports Fellows to investigate and modify their teaching practices, we invited them to write knowledge statements. They shared an area for improvement in their practice, how they gathered data, what they learned, and how the result of their Inquiry has led to action toward developing a more equitable classroom. The statements invited Fellows to take stock of their individual and collective knowledge generation. Furthermore, the statements served to continue their growth in teacher leadership by naming and sharing their knowledge within and outside of the cohort. By sharing knowledge, Fellows expand their reach to impact teachers and classrooms beyond their own.

In the following section, the sample of Fellow-generated knowledge statements illustrates some of the different types of data collected, knowledge produced, and next steps taken in the classroom in an effort to answer their inquiry question.

A Fellow examining student status chose to look at the relationship between rubrics and supporting students to increase their accountability for their learning as a way to elevate academic status. They stated:

“In my efforts to improve student accountability for their learning, I gathered data by collecting rubrics for my assigned projects. I learned that I should make the points reflect what I want them to focus on, use exemplars, and ask questions that focus more on knowledge generation. As a result, I have been able to modify that task for next year and develop my equitable teaching practices.”

This Fellow demonstrates how they have deepened their understanding of how they design a task and rubric and support students toward successful learning and elevating their academic status.

Another Fellow examining classroom norms shared data with her group from her efforts to establish the norm of students giving each other positive feedback and recognition.

“In my efforts to improve student engagement and identity, I gathered data by recording student shout outs and collecting data on student identity in the classroom through a survey. I learned that shouting out peers was an effective and sustainable way to increase student social identity/status. As a result, I have been able to plan to continue to use this norm/routine in my classroom to increase student status after/during group work to develop my equitable teaching practices.”

The group data analysis revealed that students were responding favorably to the intentional efforts to make student shout outs a regular routine in the classroom.

Student status and classroom norms give focus to our Fellows’ inquiry but it is necessary to acknowledge that they are not isolated or independent from each other. Classroom norms can impact student status and vice versa, as explained in this knowledge statement:

“In my efforts to improve group work practices, I gathered data by having student talk recorded in a class by a guest and using a Complex Instruction (CI) Norms matrix for students to report how their group members and themselves worked towards the group norms. I learned that in order for students to be able to explain the norms they are using, I need to be intentional in explaining the actions that students are doing towards these norms. Additionally, I learned that student engagement does not need to be students talking. As a result, I have been able to shift my focus on student engagement being more than student talk and being more intentional about using the CI norms when I am giving student feedback. To further develop my equitable teaching practices, I want to survey students on their academic and social status and see how the group norms have impacted these.”

While gaining insights on her teaching practices and expanding understanding of what student engagement looks like in the classroom, this Fellow makes the connection that student status is impacted by norms, setting the stage for further Inquiry work.

Through inquiry in the classroom, our Fellows are able to identify a focus area and question to drive the investigation. They gather data from their classroom to share in their small group as they engage with one another in learning conversations to challenge assumptions and reflect on the practices that contribute to an inclusive learning environment. They are better able to intentionally design tasks and shape classroom culture in ways that build student agency and accountability for learning. Inquiry has supported Fellows in analyzing whole group and individual dynamics, resulting in a better understanding of establishing norms in the classroom and supporting status-raising strategies that attend to individual learner differences. This reduces the need to rely on “skillful improvisation” and provides a pathway forward through collaborative knowledge generation and acquiring equitable teaching practices that are supported by data. For additional ideas on supporting learning conversation among colleagues, check out our Protocol Considerations for Facilitators Resource.

Coming up next in the series:

We have just explored how equitable teaching practices unfold within Fellows’ classrooms through the examination of norms, status, and student experiences. The next blog in the “Inside the Teaching Fellowship“ series, “I’m the new teacher. What can I learn from veteran teachers?”, shares what Fellows have learned from working alongside veteran teachers in their school contexts.