Kimberly is a researcher and international speaker on inquiry-based instructional methods. A former public school teacher, Kimberly was also a high school vice principal in Seattle (Chief Sealth HS) and elementary principal at the American School (ACS) in Athens, Greece. In 2007, Kimberly joined the Bill & Melinda Gates Foundation as a Senior Program Officer and later joined a global non-profit, Teach For All, as Director of Partner Engagement in Argentina.
Kimberly received her BA in History and Philosophy from Skidmore College and her MA in Administration and Policy Analysis from Stanford University. She is co-Chair of the UW College of Education Ambassadors and Board Chair for the IB Regional Council of the Americas.
Venue:
International School of Luxembourg
36 Boulevard Pierre Dupong,
L-1430 Luxembourg
8:30 am to 4:00 pm
Registration at 7.30 am
on the 23rd November 2019.
The role of the teacher in inquiry classrooms represents a sharp departure from how teachers have been expected to perform over the last two centuries. While most teachers understand the importance of building students’ communication, collaboration, problem-solving, creativity, and critical thinking skills, actually putting it into practice remains a significant challenge. Designing classrooms around these goals requires teachers to step back and allow for more student leadership and inquiry. It requires changes in lesson planning, instruction, and assessment.
How do we coach teachers to make the changes needed in inquiry-based classrooms?
How do we model inquiry in the way we lead?
Join Kimberly in exploring these two questions. For the first part of the day, participants will be invited to discuss and practice specific coaching skills for inquiry. For the second part of the day, participants will have the opportunity to reflect on and plan new ways to model inquiry when working with adult learners. Using the “inquiry five” framework featured in Kimberly’s new book, Experience Inquiry, participants will leave with specifics skills and activities they can replicate with faculty and staff as well as a new community of support.
Learning Objectives:
- Self-assess where we are on our own inquiry journey
- Learn new strategies for collecting inquiry-based classroom data
- Practice giving specific, actionable, inquiry-focused feedback to teachers
- Design and develop inquiry-based practices for staff meetings
