Had the principal at CG7 forced the district inquiry perspective and processes on to CG7, it is unlikely this would have occurred.
However, Logan in CG7 emphasized the district initiative as only a minor focus of the group's work, which led to the results above.
We see that CG7 gave SMART goals secondary attention, although the group did not wish to completely reject this approach.
While the district inquiry model focused teachers' collaborative work on quantitative measures, this principal not only supported but also led CG7 in more nuanced analyses of student thinking.
In contrast, all the teachers in CG7 and all but one of the 11 GB teachers had science degrees; these two groups enacted some of the strongest improving and negotiating stances (Table 4).
CG7 and GB were the only groups to regularly collect and analyze disaggregated or qualitative data that elicited student understandings.
Specifically, stances consistent with improving and negotiation, such as in GB and CG7, tended to correspond with more fine-grained uses of student-learning data, more expansive teacher content knowledge, and an increased capacity to develop effective inquiry methods.
In CG7, Logan and Kyle had a strong desire to understand learners and an ability to develop assessment items that surfaced student ideas; as importantly, the other two members in the group saw potential benefit and were willing to adopt this approach to inquiry.