Our multi-year partnerships are characterized as: intensive (year 1), transitioning (year 2) or sustaining (year 3+). In the intensive partnerships, we work closely with teams to provide strong facilitation of the inquiry process and the conditions needed for adult learning. Transitioning partnerships pass some of the leadership onto the teacher leader/principal teams. Finally, the sustaining partnerships have the most independence, taking on the full work of the inquiry process with support from our cross-district Teacher Leader Network.
Encinal Junior and Senior High School – Intensive – In its first year, this group of department leaders is using inquiry to help teachers to engage in effective adult learning relationships and make student thinking visible.
Berkeley Music Department – Sustaining – In its sixth year of partnership, Berkeley Unified School District is focused on engaging all students, particularly students of color, to successfully learn to play an instrument and raise the percentage of students of color who pursue a musical education beyond the elementary years.
Berkeley Early Childhood Education – Transitioning – In its second year of partnership, Berkeley Unified Early Childhood Education is using collaborative inquiry to improve the social and emotional development of all students and social and emotional learning for all teachers.
Computer Science Department– Sustaining – In its third year of partnership, OUSD’s Computer Science department is developing a shared, cross-grade understanding of how to support student engagement for more equitable outcomes. They are engaging in collaborative inquiry rooted in design thinking to build their collective awareness in this area.
Expanded Learning – Intensive – In its first year of partnership, the Expanded Learning department is engaging district leaders, site leaders, and teacher leaders in collaborative inquiry to nurture safe and supportive learning spaces for all students across the school day.
The Life Academy of Health and Bioscience – Sustaining – In its fourth year of using inquiry, co-principals and the Instructional Leadership Team are using inquiry to create professional learning spaces that deeply support department and site-wide goals for the year.
Lincoln Elementary – Transitioning – In its second year of partnership, teachers are using inquiry to understand how their students acquire academic language and to build students’ socio-emotional skills to foster their English language development.
Newcomers Group – Sustaining – In its fourth year of partnership, Newcomers Group is using inquiry to design experiences that improve Newcomer learning and confidence speaking and writing in English.
Rudsdale High School/Rudsdale Continuation/Sojourner Truth Independent Study – Intensive – This is the first year of partnership with three schools that lead OUSD continuation and independent study programs. The Rudsdale Newcomer Program is using inquiry to increase students’ oral and written use of English. Rudsdale Continuation and Sojourner Truth Independent Study are using inquiry to help students become critical users of media and technology.
Roots Academy – Intensive – In its first year of using inquiry to increase student engagement and to develop a team to lead a school-wide inquiry project next year that supports their project-based learning approach.
Social Emotional Learning Group – Sustaining – In its sixth year of partnership, Social Emotional Learning Group is investigating the intersection between academic learning and social and emotional learning for all students.
Seven teams from OUSD have joined our Vision & Inquiry Dinner Series:
Markham Elementary is using inquiry to understand how students communicate their social-emotional and academic needs to others.
Horace Mann Elementary is using inquiry to engage students and create a feeling of belonging in the school community to affect academics.
Chabot Elementary is using inquiry to meet their school-wide equity goals.
Madison Park Academy is using inquiry to understand challenges with student attendance and to better understand student engagement.
Global Family is using inquiry to understand how their teachers and students are able to authentically engage in collaborative sensemaking.
Emerson Elementary is using inquiry to help students develop social and emotional learning skills that support their independent learning.
OUSD Visual and Performing Arts is using inquiry to support students to be happy and engaged as they complete tasks.
Colonial Acres Elementary – Sustaining – In its fifth year of partnership, Colonial Acres is using inquiry to strengthen cross-grade collaboration, foster strong writers who communicate clearly and effectively for different purposes and audiences.struction.
Lorenzo Manor Elementary – Sustaining – In their third year of partnership, Lorenzo Manor teacher scholars are using inquiry to understand how to increase opportunities for students to express their voices through academic language across the content areas. Each teacher also shares an inquiry focus with one or more colleagues to foster a collective understanding of successful student learning.
Montalvin Manor Elementary – Transitioning – In its third year of partnership, Montalvin is using collaborative inquiry as a structure to support the implementation and improvement of small group intervention work, with a focus on their English Learners.
Independent Schools involved in our Vision & Inquiry Dinner Series
Bentley School is using collaborative inquiry to enhance their work with students with learning differences.
Redwood Day School is using collaborative inquiry to develop their work around learner agency.