Teacher Inquiries

Teachers in Conversation

These inquiries are conducted by New York City teachers in their schools and classrooms during their participation in TCICP Inquiry-to-Action teams. They shed light on the process of inquiry as well as the practices themselves.

These inquiries can be thought of as a guide for how you might conduct your own inquiry. You may choose to use some of the same resources. You may choose to manipulate the resources provided by the contributing teachers (all PDFs and docs are downloadable via Google Docs). Where one approach did not work for them, it may succeed for you and vice versa. Explore the inquiries and see how you can use them to drive and inform your own practice.

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What is needed for teachers to think and plan together.

Consistency is Key


How many adults would you like to have in your class? Wouldn’t most of us answer: The more the merrier? Well, in certain situations, the more the merrier can cause many problems! This was a problem that I faced this school year. In a tricky ICT classroom, there are multiple adults, more communication is necessary. When...
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Getting to the Heart of Co-teaching


From 2013-2015, I co-taught 4 integrated co-teaching (ICT) classes with four different co-teachers. Though I remained consistent with my expectations and communication within every relationship, each experience was vastly different. Relationships ranged from having multiple “brain-match” moments and being able to change or plan lessons within minutes to difficult, plodding conversations in which neither one of us...
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Teacher Tools of the Trade

Transition to New Service Delivery Models


In the pursuit of inclusive education, many students are taken out of segregated special education settings and brought into general education settings. For some students, this is a full placement move; for others, it is for only a part of their day. Support through this transition is necessary. Students who have been in a special education...
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