This case features the work of a collaborative inquiry group that used student work to focus conversations on writing instruction and to examine practices around conferring. The group was formed during the 2010–2011 school year as part of a district initiative that encouraged teachers to form self-selected professional learning teams. The group consisted of two third-grade teachers, a literacy coach, and myself, a teacher collaborator from the Center of Education in Small Urban Communities (CESUC) in the College of Education at the University of Illinois–Urbana-Champaign. The group met on seven designated school improvement days (scheduled in-service days), as well as meeting on additional days they scheduled.
Via Lynnette Van Dyke