Berkeley Unified School District
Berkeley Music Department is in their fourth year of using inquiry to investigate how all students, particularly students of color, can feel engaged and successful in learning to play an instrument. They are exploring how to support a higher percentage of students of color in pursuing musical education beyond the elementary years.
Berkeley Early Childhood is in their first year of partnership with Mills Teacher Scholars. Teacher leaders from various sites who are responsible for leading their colleagues in collaborative learning are developing their understanding of adult learning and their inquiry leadership skills. The content focus of the group is social and emotional development for students and teachers.
Emery Unified School District
Anna Yates Elementary is a TK-8 school in their third year of partnership with Mills Teacher Scholars in building a school-wide community of professional learning through teacher-led collaborative inquiry. Teachers are focusing on academic discussion and differentiation in their inquiry work. Cohesion and relevance with respect to the various collaborative initiatives at Anna Yates (instructional rounds, grade-level collaboration, and the collaborative inquiry) is a school-wide focus.
Oakland Unified School District
Bret Harte Middle School is in their first year of partnership. The electives teachers are working together to examine how culture and identity relate to safety and access for their students. Teachers are collaborating across grades and disciplines to build a culture of inclusion and exploration in their content and as a site.
Computer Science Department is a cross-district group of teachers in their second year of partnership with Mills Teacher Scholars. They are developing a shared understanding of what indicates student success in Computer Science within and across grade-levels, especially in the areas of problem-solving and technical writing. In addition, they are building their professional community as a department through deepening their collaboration around achieving equitable outcomes for all students.
Emerson Elementary is in their first year of partnership with Mills Teacher Scholars. Emerson teachers are using collaborative inquiry to inform their implementation of small-group instruction and to strengthen their Professional Learning Communities.
Life Academy of Health and Bioscience is in their third year of partnership. Every teacher at the site is using inquiry to better understand how to foster independence in their students. Departments are working across grades 6-12 to explore current practices to investigate how to best scaffold and release content in their classrooms.
Lincoln Elementary is in their first year of partnership with Mills Teacher Scholars. The teachers at Lincoln are using collaborative inquiry to learn more about how their students are acquiring academic language and to explore how they can build students’ social and emotional skills in ways that support their language development.
Newcomers Group is a cross-district group of teachers including both newcomer-only teachers and mainstream teachers with newcomers in their classes. The group focuses on how best to use GLAD strategies to improve their teaching to meet the particular needs of newcomer students.
Oakland Technical High‘s 9th-grade team is in their second year of partnership with Mills Teacher Scholars, using teacher-led collaborative inquiry in a cross-disciplinary group to promote learning across and within departments. Teachers’ focus is on cultivating academic identity, increasing family engagement, and ensuring that all students are on track to achieve.
OUSD Professional Learning Team is in their first year of partnership. Mills Teacher Scholars is supporting the Executive Director of Professional Learning to build a robust inquiry community for leaders and designers of adult learning in OUSD as a method to improve and develop the school-based professional learning community (PLC) work.
Social Emotional Learning Group is in their fourth year of partnership with Mills Teacher Scholars, with a continued focus on the intersection between academic learning and Social and Emotional Learning. Through their inquiry work, these K-5 teachers leaders from five Oakland schools are developing their capacity and confidence to support both student and teacher learning at their own school sites.
W3 (Whole Child, Whole School, Whole Day) Group is in their first year of partnership with Mills Teacher Scholars. Teachers and after-school leaders are using collaborative inquiry to better understand how they can support students throughout the whole day.
San Lorenzo Unified School District
Colonial Acres Elementary is in their third year of whole-staff inquiry. Colonial Acres teacher leaders are supporting their colleagues to use inquiry to strengthen cross-grade collaboration, deepen their understanding of Balanced Literacy and build collective teacher efficacy around instruction in reading and writing.
Lorenzo Manor Elementary, in their second year of inquiry, is focusing on supporting students’ academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students. Through sharing an inquiry focus with one or more colleagues, teachers are developing their collective understanding of what indicates success for student learning. They are developing common strategies for achieving positive outcomes within and across grade-levels.
West Contra Costa Unified School District
Montalvin Manor Elementary, in their second year of inquiry, is focusing on academic language instruction to support all students, especially their large English Learner population. They are working to create a collaborative and empowering learning space for teachers to reflect on their practice and grow professionally. They are also investigating how to expand their repertoire of data sources as they take an asset-based stance to understanding student learning.
Verde Elementary is in their first year of inquiry with Mills Teacher Scholars. The Verde team is working to create a rich collaborative atmosphere in which teachers engage in rigorous and generous conversations to help each other grow in their practice. Their inquiry focus is broadly centered on improving their balanced literacy teaching.