Continuous Improvement… Data-Based Inquiry (DBI)... Cycles of Inquiry (COI)... Plan-Do-Study-Assess (PDSA) Cycles…
Regardless of what you call it, ensuring intentional cycles for educators to look at and reflect on their own data, and shift their practices as a result is a well-established and essential condition for improving schools and the lives of students.
With an unapologetic focus on equity and anti-racism, SF-CESS maintains that even the regular practice of looking at data will produce limited results without a commitment to engaging in radical discourse about that data... and the connection to adult practice.
In this 90-minute webinar, SF-CESS will share one model for engaging in schoolwide data-based inquiry with a commitment to such radical discourse. Participants will walk away with a framework to consider and additional resources to plan and engage in their inquiry moving forward.
While webinars by design are less interactive than longer workshops or classes, SF-CESS strives to engage participants whenever possible. So please come prepared to use our chatbox and or engage in breakout sessions if the opportunity presents itself.
Course Curriculum
Gregory Peters, Ed.D.
Dr. Gregory Peters is a school reform leader with a longstanding history working within both local and national efforts. Peters served as Principal of San Francisco’s Leadership High School – a National Demonstration and Mentor School. At LHS, Peters and his teachers were highly commended for making progress in closing the racial achievement gap by “…graduating all their students – of every race/ ethnicity – UC/CSU eligible”. In 2005, Gregory established The San Francisco Coalition of Essential Small Schools (SF-CESS), which is committed “to interrupt and transform current and systemic educational inequities to ensure all students have access to personalized, equitable and high performing schools that believe and demonstrate each student can, should and will succeed.”
Gregory’s instructional expertise and leadership in curriculum and school design, data based inquiry, and equity-centered professional development have resulted in a number recognition’s including CES’ “Commitment to Equity Award” and CANEC’s “Innovations in Excellence Award”. Gregory earned his doctorate in Educational Leadership & Social Justice from California State University East Bay in 2012; his dissertation focused on Teacher Transformation.