Critical Inquiry Process

Individual – Department – Building -- District

A Long-Range Plan that is inquiry-based is much different than an initiative-based plan.  An inquiry-based organization raises questions about its practices, listens actively to multiple voices, and develops a plan, which includes both action and evaluation.  It is a recursive process that moves critical inquiry forward with the goal of improving growth and learning in all levels of the system: district, building, and classroom.

The Long-Range Plan is being renewed with a critical inquiry process as its model.  The tenets of this process were identified while developing an inquiry process for our tenured teachers. The areas of inquiry for this plan were defined through a data collection process that resulted in priorities in which to focus our inquiry (available at http://www.dist113.org/longrangeplan/Inquiry.asp#Data).  The following questions will drive our planning and action during the 2006-2007 school year.

• How do we honor diverse (non-like minded) perspectives? 

• How do we include a variety of stakeholders (including the voices of students and parents) when we make decisions that promote a learner-centered system?

• How do our behaviors demonstrate that District 113 is truly an “equitable school system” that provides  appropriate academic opportunities for ALL learners?

• How do our behaviors and practices demonstrate that District 113 is truly a “learner-centered community” seeking to understand diverse learners and to promote student growth and learning?

District Diversity Committee 

Introduction Beliefs Critical Inquiry Process - Diagram Critical Inquiry Process Learning for Life Abilities Guiding Principle #1 Guiding Principle #2 Characteristics of Effective District 113 Educators