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The study defines CI parameters, outlines a document-selection and analysis methodology covering ministry and school-board levels, and synthesizes emergent themes and findings. It adds three case studies showing how boards document CI experiences, concluding with tensions in current policy directions as a basis for future research and development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-collaborative-inquiry-in-ontario-elementary-schools-an-analysis-of-provincial-and-school-board-policies-and-support-documents/596630/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-collaborative-inquiry-in-ontario-elementary-schools-an-analysis-of-provincial-and-school-board-policies-and-support-documents/596630.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Collaborative Inquiry (CI) intended to improve in Ontario elementary schools?","Question",{"text":112,"@type":113},"CI focuses on developing teachers’ pedagogy and practice to improve students’ educational experiences and outcomes, while building capacity and improving educational practice at student, school, and district levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which documents and policy levels does the paper analyze?",{"text":117,"@type":113},"The paper analyzes publicly available documents and policies related to CI at both the ministry level and school board level, drawing on provincial directives and board support materials.",{"name":119,"@type":110,"acceptedAnswer":120},"What questions guide the analysis of CI documentation in the province?",{"text":121,"@type":113},"The study asks (a) what policy foundation and documentary basis promote and guide teacher learning in CI, and (b) how an evolving discourse shapes CI as reflected in provincial and school board documentation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596630,1792171046,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","TEACHER COLLABORATIVE INQUIRY IN ONTARIO ELEMENTARY SCHOOLS:  \nAN ANALYSIS OF PROVINCIAL AND SCHOOL BOARD  \nPOLICIES AND SUPPORT DOCUMENTS  \nBenjamin Kutsyuruba, Theodore Christou, Lindsay Heggie,  \nJames Murray, and Christopher Deluca, Queen’s University  \nCollaborative inquiry (CI) has emerged as a dominant structure for educators’professional learning in the 21st century. The purpose of this paper is to  \nanalyze publicly available documents and policies related to CI in Ontario in  \norder to better understand the documentary scope and spread of this  \nprofessional learning model in the province. We begin by defining the  \nparameters of CI as a dominant professional learning model before detailing  \nour methodology for selecting and analyzing CI policies and documents at  \nboth ministry and school board levels. In our subsequent analysis, we  \nenumerate emergent themes and findings and offer three sample case studies  \nthat illustrate how school boards in the province are documenting their  \nexperiences with CI. Finally, we conclude with a discussion of potential  \ntensions within current CI policies as a basis for future research and policy  \ndevelopment.  \nIntroduction  \nCollaborative inquiry (CI) has emerged as a dominant structure for educators’professional learning in the 21st century (Donohoo, 2013; Halbert & Kaser, 2013; Nelson & Slavit, 2008) . CI draws on the strengths and assets of educators by involving teachers, principals, school district leaders, and external partners in shared learning about a common question or topic (Cordingley, Bell, Thomason, & Firth, 2005; Donohoo, 2013; Nelson & Slavit, 2008) . The focus ofCI is usually on developing teacher pedagogy and practice with the ultimate aim of improving educational experiences and outcomes for students. By engaging in the process of CI, teachers  \ngain professional knowledge and expertise to promote educational improvement and change at student, school, and district levels (Byrne-Jimenez & Orr, 2007) .  \nIn Ontario elementary schools, CI represents a series of diverse, ongoing policy and curriculum efforts initiated or supported by the Literacy and Numeracy Secretariat (LNS) and developed in collaboration with Ontario educators to promote professional learning cultures (Ontario Ministry of Education, 2007, 2010a, 2010b) . The intended impact ofCI is to build capacity and improve educational practice within schools and school boards. Through CI initiatives, educators collaboratively investigate focused aspects of their professional practice with the aim of exploring student responses to instruction and developing new understandingsand responsive actions (Lee, 2009). As described by the Ontario Ministry of Education (2014), CI allows educators to work together to improve their understanding of what learning is (or could be), generate evidence of what’s working (and what’s not), make decisions about next steps, and take action to introduce improvements and innovations—and then start again onemerging new issues and challenges.  \nThe introduction of CI as an emerging learning structure for educators in the province over the past decade has resulted in changes in policies and documents at provincial, ministerial, and local administrative levels. Although CI is increasingly present in professional learning discourses in Ontario (e.g., Bruce & Flynn, 2013), there remains a need to analyze its policy foundation and the developing supports for CI across public education systems. With the recent emphasis on CI within the province of Ontario and elsewhere, there continues to be a need to lessen the gap between what is known from the theory of professional learning communities and how meaningful professional learning communities are implemented, facilitated, and sustained in schools and across districts (Kelly & Cherkowski, 2015). Moreover, documenting the process  \nand the learning is a critical component of collaborative inquiry, as it allows participants to capture the","cbCaiu13t7JjeENd","https://ap.wps.com/l/cbCaiu13t7JjeENd","pdf",639509,45,"English","# Introduction\n## CI as a professional learning model\n## Ontario elementary CI: policy and intended impact\n## Rationale for analyzing policies and supports\n# Research purpose and guiding questions\n## Policy foundation and documentary basis\n## Evolving discourse shaped by documentation\n# Method and scope","[{\"question\":\"What is Collaborative Inquiry (CI) intended to improve in Ontario elementary schools?\",\"answer\":\"CI focuses on developing teachers’ pedagogy and practice to improve students’ educational experiences and outcomes, while building capacity and improving educational practice at student, school, and district levels.\"},{\"question\":\"Which documents and policy levels does the paper analyze?\",\"answer\":\"The paper analyzes publicly available documents and policies related to CI at both the ministry level and school board level, drawing on provincial directives and board support materials.\"},{\"question\":\"What questions guide the analysis of CI documentation in the province?\",\"answer\":\"The study asks (a) what policy foundation and documentary basis promote and guide teacher learning in CI, and (b) how an evolving discourse shapes CI as reflected in provincial and school board documentation.\"}]","TEACHER COLLABORATIVE INQUIRY IN ONTARIO ELEMENTARY SCHOOLS - AN ANALYSIS OF PROVINCIAL AND SCHOOL BOARD POLICIES AND SUPPORT DOCUMENTS | PDF",1792083434,113]