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the need for extensive training regarding co-teaching and that perhaps pairs need a process to
address tensions or other issues they may encounter in the classroom.
The findings provided insight on how to structure teacher inquiry to move evidence-
based practices (EBPs) into everyday practice. Second, it analyzed how teacher inquiry was
used to improve student outcomes by providing participants a support system to develop TIRPs.
With a guided model, PD training, and the support of a PLC, participants were able to address a
problem within their classroom, implement a study, and analyze the results to improve student
learning. A collaborative reflective process facilitated a deeper understanding of teacher
practice, facilitated relationships among most participants, and served as a support system for
participants.
Finally, the participants reported overwhelming feelings of pride, increased
professionalism and empowerment. A poster session allowing each participant to visually
present and speak about their TIRP celebrated the projects’ completion. School administrators,
teachers, and college faculty were invited to the research showcase. Participants reported
feelings of deep satisfaction, pride, and a sense of accomplishment rarely felt in their teaching
career. A few suggested this was the highlight of their career, and many reported that this
achievement inspired them to return next year. Some requested an opportunity to present at the
district’s Teacher Center, implying their perception of the pride associated with their TIRP.
Rather than utilizing a top-down or novice- expert system of problem solving (teachers
pose problems solved by professors), the PLC and TIRP facilitated a process of increased
responsibility, accountability, and satisfaction in finding solutions in the classroom setting. In
summary, the TIRPs demonstrated the practical implications research has for teachers in the
classroom. Participants gained valuable insight from the research process by reflecting on and
answering inquiry-based questions. Data analysis for this pilot supports the interest to utilize the
model for teacher induction and mentoring and provides a model to serve as the foundation.
Discussion
Findings from a pilot study using TIRP, PLCs and professional development as the basis
to improve teacher practice show promise to serve as a mentoring-induction model for new
teachers. A year-long PD series infused with the inquiry process taught teachers to utilize new
information learned to apply to problems and challenges they faced in their classroom. Further,
it may foster the continued use of EBPs after seeing success initially. A large PLC addressing
the steps of inquiry evolved into smaller, topic specific PLCs that allowed teachers to support
one another in the process. Finally, each participant conducted an inquiry project in their
classroom and reported findings at a poster session held on the college campus. Feelings of
empowerment, increased professionalism, and increased confidence were reported by all
participants. These results indicate the model may be beneficial to utilize in a mentor program.
Implications for Further Research
Initial findings show promise for a model that infuses professional development with
teacher inquiry. Further study in several areas seems appropriate. First, dynamics of teacher
pairing may need further study to allow for the most productive co-teaching models. Second, the
need for support during the inquiry process may be addressed by requiring more than one TIRP