Element 3

Synthesis of partnered inquiry

Though our positions are very different- public elementary and high school and private,
religious high school- John, Melissa, and I had more in common than I initially anticipated.
In our letters, Melissa, John and I contemplated the function of schooling, specifically
focused around Eisner. " The function of schooling is to enable students to do better in life "
(281) was a quote which served as a launching point to discuss standardized testing. We all felt
it was a necessary evil, which also led to a discussion about teacher fatigue- teaching too many
preps at one time and being expected to do it all well. John and I commiserated that we have
run the gamut in our schools as far as course offerings are concerned.
We also had common themes in our individual stories. I shared about a student who had
all but disappeared from school, despite having built a strong working relationship with him over
the previous semester. Melissa shared a story about a student with significant troubles as well.
What struck me from our conversation was the continuum; Melissa sees troubles begin in
elementary school, and I see where they pan out in high school. Though depressing content, it
built camaraderie that I didnt anticipate finding; I always think Elementary teachers are on a
different planet from high school teachers; it turns out we have very similar experiences after all.
John wrote about a lesson where kids made connections between his class and their faith in
God.Though our content and students are so different, we all again expressed (in some way) a
common goal of preparing students to be better in life.
In our formal interview, it became clear that Melissa and I had much in common in terms
of planning and implementing curriculum. We both noted that we utilize summer break for big
picture planning- outlining important events, holidays, and most importantly our units of study.
We also found we both have a close team of teachers who we plan with on a weekly basis.
Another commonality was that we believe teaching partners makes planning more effective and
enables us to try new strategies. Though we both reuse lessons from previous years were not
afraid of change. Melissa said, [Change] doesnt bother me ... If it doesnt work, thats okay
but some of the best teaching can come out of trying new things like that.
Our similarities continued with our views on questioning and planning activities that
expect students to engage in higher order thinking. We both noted that at the beginning of our
careers, we didnt ask enough of these critical questions in our classrooms. As the years have
gone on, we have both become more effective. Finally, we also shared concerns about the way
in which our state measures student success. At length, we discussed the CMAS tests, and our
concerns about what background knowledge is assumed our students have when they log into
the test. Though concerned, it was also apparent that we both valued the idea of standardized
state testing in theory.
As a result of this partner (or trio) inquiry, I have learned the value of connecting with
teachers who arent in my immediate school or community. Melissa and I ended up becoming
friends as a part of this project, which was an unexpected perk. I am new to the district, and
though Melissa is in a completely different teaching position, we ended up having a lot in
common, and she was able to help me navigate my first year in Poudre Schools. I also have
never known teachers who have worked in private schools, like John does. After getting to know
him and hearing his experiences, I found myself feeling affirmed in the choices I have made in

my own teaching career. His experiences are quite foreign to me in some aspects, and it made
me feel grateful for my own position (though there isnt anything inherently wrong with his).
Finally, working in a trio reminded me that group communication can be complex and, though
valuable, can bring out peoples personalities in unexpected ways. But overall, this process
affirmed what I already know: I love teaching, and it is always beneficial to make connections
with other teachers. I dont do it enough, and hope to continue to have these experiences.
Though overall quite different, we always have more in common than we think, and can help
each other navigate the complicated aspects of our shared profession.

References:
Eisner, Elliot. Education Objectives- Help or Hindrance. (1997). In D. Flinders & S. Thornton
(Eds.), The curriculum studies reader (4th ed., p. 281). New York: Routledge.